The Literacy Project Foundation

The Literacy Project program goals are is to enable illiterate, second-grade children to catch up to their peers before the crucial third-grade literacy milestone. To prepare children's literacy skills to "ease into" rather than struggle with the Common Core Program Standards. To allow for the opportunity to participate STEM programming.

Providing early intervention at this crucial juncture is the cornerstone to increasing children's ability to graduate from high school thus producing self-sufficiency as literate adults.

How we implement Goals and Objectives:

• To target specific schools within OCDE, LAUSD, LBUSD, CVUSD and the RCOE districts with low literacy rates, demographically disadvantaged youth in Title I, "at- risk" and levels 3-5 schools of the Performance Improvement ("PI").

• To provide a highly cost effective learning method to students who are significantly below grade reading proficiency.

• To be user-friendly, easily comprehensible and increase the learning experience using proven, scientific methods.

• To provide Master Teachers as specialized administrators of the reading program.

• To provide pre- and post-testing to each participant to substantiate the success rate.

Program Strategies:

TLP brings literacy to their under-served children with low literacy rates, in Title 1, most disadvantaged schools of Orange, Los Angeles and Riverside counties free of charge.

Students, identified by their classroom teachers as those with the lowest literacy and reading comprehension skills, are referred to the program and placed into a small group of peers reading at similar levels.

Teaching is administered five days a week, during a six-week program cycle during daytime instruction. We conduct three cycles of teaching each school year (Fall: September – November; Winter: January – March, and Spring: April – June). Each cycle is administered by TLP Master.

Charting the progress of participating students increase in both academic and attitudinal scores are based upon pre and post-testing of the California Basics Phonics Skills Test (BPST) mode of learning, and the Garfield Reading Attitudinal Scale Study Program's measurable success rate. The assessment starts by pre-testing participants and a control group (considered a non-participant) at the start of each program; TLP uses the state standardized test methods mentioned above for both academic and attitudinal scores.



TLP collaborates with:

The Orange County Department of Education (OCDE), The Los Angeles Unified School District (LAUSD), the Long Beach Unified Schools District (LBUSD) and the Riverside County Office of Education (RCOE).

The Angels Baseball Foundation, Readers in the Outfield Day, which benefits TLP and over 100 of our students from the Anaheim City School District.

Wienerschnitzel adopted TLP as nonprofit partner of choice and spearheaded a Southern California literacy awareness campaign.

Financial Strategies: We procure new funding earmarked for a district and target the schools and students that are rated 3-5 in the school district “Performance Improvement Plan" which means they are very low functioning schools.

Securing new funding also ensures the continued sustainability for schools already in our program by safeguarding funds reserved for those schools. Hence, our high success rate with sustainability; we do not employ taking from one source to pay for a new source.

TLP's program has proven to be incredibly efficient, with literacy accomplished in a total of 30 one-hour sessions.

Students, identified by their classroom teachers as those with the lowest literacy and reading comprehension skills, are referred to the program and placed into a small group of peers reading at similar levels.

Teaching is administered five days a week, during a six-week program cycle during daytime instruction. We conduct three cycles of teaching each school year (Fall: September – November; Winter: January – March, and Spring: April – June). Each cycle is administered by TLP Master.

Charting the progress of participating students increase in both academic and attitudinal scores are based upon pre and post-testing of the California Basics Phonics Skills Test (BPST) mode of learning, and the Garfield Reading Attitudinal Scale Study Program's measurable success rate. The assessment starts by pre-testing participants and a control group (considered a non-participant) at the start of each program; TLP uses the state standardized test methods mentioned above for both academic and attitudinal scores.

TLP has bridged the literacy gap for over 9,000 at-risk 2nd graders that are functionally illiterate.

TLP's program has proven to be incredibly efficient, with literacy accomplished in a total of 30 one-hour sessions.

By program end students score an average raised reading proficiency of 62.3-69.9%. Phonetic skills increase by 76% with overall improvement of 3/4 of a grade level, equivalent to seven months of classroom instruction.

Anaheim CA was the fifth most illiterate city in the nation. Two years after The Literacy Project was launched in 36 schools in Anaheim the city was raised to the sixth most illiterate city.