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National Center for Learning Disabilities Organization Name provided in the GuideStar Exchange* as of 08/01/2014: National Center for Learning Disabilities

Organization Name as listed in the IRS Business Master File as of 10/17/2014: NATIONAL CENTER FOR LEARNING DISABILITIES INC

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AKA  NCLD
New York, NY
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GuideStar Summary

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&1002; Registered with IRS Legitimacy information is available
&1002; Evidence of Impact Expert Reviews available
&1002; Financial Data Annual Revenue and Expense data reported
&1002; Forms 990 2013, 2012, and 2012 Forms 990 filed with the IRS
&1002; Mission Objectives Mission Statement is available
&1002; Impact Summary Impact Summary from the nonprofit and Charting Impact Report are available
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Basic Organization Information

National Center for Learning Disabilities Organization Name provided in the GuideStar Exchange* as of 08/01/2014: National Center for Learning Disabilities

Organization Name as listed in the IRS Business Master File as of 10/17/2014: NATIONAL CENTER FOR LEARNING DISABILITIES INC

* The GuideStar Exchange allows nonprofits to regularly update key information directly to GuideStar. It provides richer and broader information about their programs, impact, finances, people and more.
Also Known As: NCLD
Physical Address: New York, NY 10016 8806
EIN: 13-2899381
Web URL: www.ncld.org/ 
Blog URL: www.ncld.org/ld-insights 
NTEE Category: G Disease, Disorders, Medical Disciplines
G80 Specifically Named Diseases
B Educational Institutions
B01 Alliance/Advocacy Organizations
G Disease, Disorders, Medical Disciplines
G01 Alliance/Advocacy Organizations
Year Founded: 1977 
Ruling Year: 1977 
How This Organization Is Funded: Poses Family Foundation - $2,681,000
Oak Foundation USA - $475,000
Robert Wood Johnson Foundation - $249,680


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Mission Statement

The mission of NCLD is to improve the lives of the 1 in 5 children and adults nationwide with learning and attention issues—by empowering parents and young adults, transforming schools and advocating for equal rights and opportunities. We’re working to create a society in which every individual possesses the academic, social and emotional skills needed to succeed in school, at work and in life.

Legitimacy Information

This organization is registered with the IRS.

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

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Annual Revenue & Expenses (GuideStar Exchange,
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August 2014)

Fiscal Year Starting: July 1, 2012
Fiscal Year Ending: June 30, 2013

Total Revenue $5,608,759
Total Expenses $5,278,487

Revenue & Expenses (GuideStar Exchange,
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August 2014)

Fiscal Year Starting: July 1, 2012
Fiscal Year Ending: June 30, 2013

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Balance Sheet (IRS Form 990)

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Forms 990 Received from the IRS Additional Information
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Forms 990 Provided by the Nonprofit

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Financial Statements

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Annual Reports

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Leadership (GuideStar Exchange,
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August 2014)

Mr. James H. Wendorf

Profile:

James H. Wendorf is Executive Director of the National Center for Learning Disabilities (NCLD). For the past 25 years, Mr. Wendorf has worked in the not-for-profit sector to build national and international partnerships supporting learning and literacy programs. Prior to joining NCLD in 1999, Mr. Wendorf served as Vice President & Chief Operating Officer of Reading Is Fundamental, Inc. (RIF), the nation's largest nonprofit children's literacy organization, based in Washington, DC. Mr. Wendorf currently serves on the Director?s Council of Public Representatives at the National Institutes of Health, as well as the advisory board of the National Center on Educational Outcomes, National Association for the Education of African American Children with Learning Disabilities, the Home School Institute, and previously with a variety of civic and education organizations. He is frequently called upon by the news media to comment on policies and programs affecting individuals with learning disabilities. Mr. Wendorf earned a B.A. degree from Yale College, and graduate degrees in English Language and Literature from the University of Cambridge and Cornell University.

Leadership Statement:

Virtually every family in our country is touched by learning and attention issues: whether it’s a child, a sibling, a spouse, a parent or oneself. It’s important that we not only care about young people who face these challenges, but that we also understand them, especially their unique strengths and talents. It’s our job to build on those foundational strengths. Anything less would be cheating our children—and our country—of their future. James H. Wendorf Executive Director

Board Chair (GuideStar Exchange,
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August 2014)

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Board Co-Chair

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Board Leadership Practices (GuideStar Exchange,
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August 2014)
?

GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section, which enables organizations and donors to transparently share information about essential board leadership practices.

Board Orientation & Education ?
Why does this matter? Without clarity around their responsibilities and expectations, board members are not positioned to succeed. They may find themselves challenged to fulfill their governance responsibilities or frustrated by the expectations that the organization has set for them. BoardSource recommends that every new board member participate in a formal orientation process, and that all board members sign a pledge or agreement committing to their board service and to all of the responsibilities and expectations that come with service. Ideally, board members also should participate in a formal governance training program prior to serving on a board.

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 ?
Why does this matter? Oversight and management of the chief executive is one of the board’s most important legal responsibilities. The CEO or executive director is the board's single employee, and - just like any other employer/employee relationship - regular and written assessment is critical to ensuring that the chief executive and board are communicating openly about goals and performance. BoardSource recommends that boards conduct formal, written reviews of their chief executives on an annual basis, which should include an in-person discussion with the chief executive and distribution of the written evaluation to the full board.

Has the board conducted a formal, written assessment of the chief executive within the past year?
Response Not Provided
Ethics & Transparency ?
Why does this matter? A commitment to handling conflicts of interests is essential to creating an organizational culture of transparency. Boards should create and follow a policy for identifying and handling conflicts of interest, whether real or perceived. BoardSource recommends that organizations review the conflict-of-interest statement and require signed disclosures from all board members and senior staff on an annual basis.

Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements within the past year?
Yes
Board Composition ?
Why does this matter? The best boards are composed of individuals who bring a variety of skills, perspectives, backgrounds, and resources to tackle the complex and strategic challenges confronting their organizations. BoardSource recommends that boards commit to diversity and inclusion by establishing written policies and practices, which include strategic and intentional recruitment of diverse board members, continual commitment to inclusivity, and equal access to board leadership opportunities.

Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership?
Yes
Board Performance ?
Why does this matter? Boards need to regularly assess their own performance. Doing so ensures that they are being intentional about how they govern their organization, which is a critical component of effective board leadership. BoardSource recommends that a board conduct a self-assessment of its performance a minimum of once every three years to ensure that it is staying on track with its roles and responsibilities.

Has the board conducted a formal, written self-assessment of its performance within the past three years?
Response Not Provided

Officers for Fiscal Year (IRS Form 990)

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Highest Paid Employees & Their Compensation (IRS Form 990)

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People information was last updated by the nonprofit in August 2014

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Programs

Program: General (GuideStar Exchange,
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August 2014)

Budget:
--
Category:
People/Families with of People with Disabilities
Population Served:
None
None
None

Program Description:

Our 2012 Strategic Plan laid out a broad mission for NCLD to address the needs of the more than 1 in 5 children, adolescents and adults impacted by learning and attention issues in school, at home, in the community and in the workplace. While NCLD had always met the needs of the learning disabilities community, we recognized the chance and the need to serve a much larger community. Individuals with a formally identified learning disability represent 5% of the population. Those with unidentified learning and attention issues represent another 15%. By expanding our reach, we can be more responsive to a rapidly changing educational landscape and improve the lives of millions more individuals, changing the trajectory of their lives and their families, schools and communities. Our four strategic priorities are 1) empowering parents, 2) transforming schools, 3) creating policy and advocacy impact, and 4) supporting young adults in their self-advocacy. Each priority aims to ensure success for individuals with learning and attention issues. They work together to connect parents and others with resources, guidance and support; deliver evidence-based tools, resources and professional development to educators to improve student outcomes; develop policies and engage advocates to strengthen educational rights and opportunities; and better understand the aspirations and needs of young adults.

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Program: Empowering Parents (GuideStar Exchange,
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August 2014)

Budget:
--
Category:
Learning Disabilities
Population Served:
Children and Youth (infants - 19 years.)
None
None

Program Description:

Leveraging Technology to Empower Parents: NCLD has expanded its online and social media outreach to parents to encompass a wider range of learning and attention issues. We have created an engaging site that has drawn in a larger national network of parents and have conducted campaigns to empower and mobilize them. Last year, LD.org experienced unprecedented growth. Visits to the site rose some 80%; monthly visits doubled year over year. To reach this incredible growth we: • Concentrated on creating the highest quality content that resonates for parents and makes them feel empowered and ready to take action • Personalized content by age and stage for the issues facing parents in a child’s journey • Introduced more than 350 new products with more approachable content in bite-size, digestible pieces including downloadable e-books, videos, monthly quizzes, and podcasts. • Produced video “101s” to lay out basics on critical subjects such as dysgraphia, executive functioning, dyslexia and more • Published an expert-reviewed and popular collection of parent questions “50 Questions About LD” • Created IEP (Individualized Education Program) tools targeted to parent concerns and an IEP Roadmap as a visual guide to the process • Engaged new nationwide networks of parent bloggers who kept us up to date on the latest insights and emerging issues and connected parents to each other as well as professionals and experts in learning and attention issues • Expanded blogger outreach and increased NCLD awareness among relevant online communities As a result, we • Connected with 1.9 million visitors (up 80%) • Engaged 1.8 million new visitors (up 78%) • Continued conversation with 843,198 returning visitors (up 178%)

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Program: Transforming Schools (GuideStar Exchange,
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August 2014)

Budget:
--
Category:
Learning Disabilities
Population Served:
Children and Youth (infants - 19 years.)
None
None

Program Description:

Serving as Trusted Advisors to Transform Schools In 2013, we initiated a comprehensive new strategy to expand the reach and impact of our services to schools and their leaders. Currently, we are working with school leadership at all levels across the country to achieve systemic changes that transform schools into better places for all our children. We are building a more robust knowledge base of crucial issues facing school leaders; delivering professional learning, resources and tools; and providing strategic consulting services to state, district and school level leaders. Central to this new strategy is supporting school leaders in the implementation of a seven component Multi-Tier System of Supports (MTSS), essential to whole-system school transformation. The seven key components of the model are: Professional Learning, Leadership, Empowering Culture, Assessments, Curriculum, Instruction and Data-driven Decision Making. We also enhanced collaboration with schools around the country: • Our Leadership in Action Mentoring Program is creating systemic transformation with seven groups of principals and their school teams in Colorado, Kentucky, Minnesota, South Dakota and Vermont in partnership with the National Association of Elementary School Principals. • New custom-designed Strategic Consulting programs began with three state departments of education—Virginia, Kansas, and South Dakota—and seven school districts—Chicago (IL), Wichita (KS), Greenville and Sumter (SC), Deer Valley (AZ), Region 3 districts (MI), and Puget Sound ESD (WA). • Our Common Core Roundtable brought together parents, educators, school administrators, researchers, and professional organizations to address barriers to students with LD achieving Common Core Standards and national strategies to ensure success. More than 3,000 people viewed our follow-up Common Core webinar, broadening the audience that considers the important issues raised at the Roundtable. • At the end of 2013, our Response to Intervention (RTI) Action Network site www.RTINetwork.org reached more than 75,000 educators per month—a 37% increase in unique visitors and 24% increase in page views from the previous year. The site expanded with new modules and webinars, most notably the introduction of a Field Guide to Implementing RTI in partnership with Corwin Press. The guide offers interactive learning modules to help school teams through the planning and development process for establishing a multi-tier system of supports.

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Program: Creating Policy and Advocacy Impact (GuideStar Exchange,
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August 2014)

Budget:
--
Category:
Learning Disabilities
Population Served:
Disabled, General or Disability Unspecified
None
None

Program Description:

Mobilizing Parents to Create Policy and Advocacy Impact: We influence critical discussions in Congress, expand options and protections for students with learning and attention issues, and have laid the foundation for increasing advocacy efforts by parents at the state and local levels. In 2013, we helped engage parents as more effective spokespeople on policy issues by communicating with them frequently with targeted messages in order to empower them to speak directly to Congress, the Administration, and other public officials on issues affecting their children’s ability to succeed. Our efforts met with great success, and by the end of 2013, the number of parents and supporters receiving action alerts and legislative updates grew 40 percent, from 24,000 to over 34,000. For the important No Child Left Behind legislation (ESEA Elementary and Secondary Education Act), 2,100 parents and supporters wrote to Congress to express support for reauthorization of the law with strong accountability, the most ever for an NCLD action alert and double the number of major action alerts in the previous year. Parents stepped forward to join us as advocates also on a number of other critical initiatives. Our work together resulted in significant impact on a number of key fronts. We: • Recommended expanded education research on learning and attention issues in Education Sciences Reform Act (ESRA), urging Congress to incorporate these into legislation and bring attention to the need for more research. • Worked with members of the U.S. House of Representatives to include NCLD’s recommendations in the Workforce Investment Act (WIA). • Helped achieve the end of the “Two Percent Rule” by collecting over 300 public comments thanking the U.S. Department of Education for ending the rule, including dozens of personal stories about the impact of the change on children. • Issued a highly informative report on high school graduation rates, “Diplomas at Risk” with more than 4,400 downloads spurring parents to greater action and legislators to respond. • Mobilized more than 8,000 parents and supporters to sign our Petition for a Quality Education, presented at the White House to education officials in June 2013.

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Program: Supporting Young Adults in Self-Advocacy (GuideStar Exchange,
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August 2014)

Budget:
--
Category:
Learning Disabilities
Population Served:
Youth/Adolescents only (14 - 19 years)
None
None

Program Description:

Listening to Young Adults: In the 2012 Strategic Plan, NCLD for the first time formally identified young adults as a priority population to engage. Working closely with our partners at the Oak Foundation and Poses Family Foundation, we embarked on a large-scale research initiative looking at more than 1,000 households with young adults, ages 16 to 25, affected by learning and attention issues in the US. The study is designed to listen to young people about their learning and attention issues to find out what has and has not worked for them and what tools they need to increase the odds of success in this transition. It will establish a knowledge base about the unique strengths, challenges and preferences of young adults with learning and attention issues. Out of this data, NCLD will begin to identify strategies, activities and resources that help young adults be confident and effective self-advocates, as well as provide the LD field with the insights and recommendations of young people in an accessible “open source” format. Our commitment to young adults deepened further when we engaged an influential website for this age group—FriendsofQuinn.com—to become part of NCLD in 2013. The site features interviews with prominent individuals with learning and attention issues, whose lives are an inspiration.

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Expert Reviews and Comments

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Evidence of Impact

There are no summaries available for this organization.

The National Center for Learning Disabilities (NCLD) is a major player in all federal policy initiatives. Major player in the most renowned educational change initiative: RTI. Nonprofit Senior Staff
The National Center for Learning Disabilities (NCLD) is a major stakeholder in national policy change. They are trying to change the environment for students with learning disabilities, starting with massive impact on the ground. Nonprofit Senior Staff

Organizational Strengths

There are no summaries available for this organization.

Leadership is a key attribute. The chair of the Board and the executive director are top of the class leaders. The staff are top notch. The Board is committed and is willing to give. Nonprofit Senior Staff
The NCLD is one of the only learning disability organizations with significant political presence in DC. Nonprofit Senior Staff

Areas for Improvement

There are no summaries available for this organization.

For more impact, keep investing in essential information. Nonprofit Senior Staff
They could use more resources. Nonprofit Senior Staff
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