The Literacy Project Foundation

Newport Beach, CA   |  literacyproj.org

Mission

Our mission is to eliminate the literacy gap of emerging second graders who are functionally illiterate. The Literacy Project (TLP) will remove the impediment of illiteracy from
the lives of our most vulnerable children with the help of teachers,
volunteers, mentors and role models. We will continue to grow
organically while developing new strategies, products and tools that
will be saleable, verifiable, and sustainable. We will strive to foster
in our children the life-long love of reading, for it is the doorway to
learning and achieving the American Dream.

Ruling year info

1990

Principal Officer

Ms. Sue Grant

Main address

111 Via Lido Soud

Newport Beach, CA 92663 USA

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Formerly known as

The Literacy Foundation

EIN

33-0395322

NTEE code info

Educational Services and Schools - Other (B90)

Youth Development Programs (O50)

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

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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?

The Literacy Project Program Featuring The New Phonics Game™

The Literacy Project
uses their proprietary literacy product, The New Phonics Game™ that was co-developed by The Regents of the
University of California, to engage children in the learning process and to
develop critical literacy skills. Using
this tool, TLP provides a 30-hour in-classroom reading program at “no cost”
for second grade students. This program of exceptional merit is fun, socially
interactive, and promotes collaborative learning amongst students through group
experience.

The program is driven by specific goals:

To target specific schools 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 provide pre- and post-testing to each
participant to substantiate the success rate.

Population(s) Served
Non-adult children
Economically disadvantaged people

Where we work

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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 clients who become literate because of literacy education programs by the nonprofit

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

At-risk youth

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Number of children who are doing better in school

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

At-risk youth

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Number of children who gain confidence by becoming literate .

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

At-risk youth

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

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.

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.

Financials

The Literacy Project Foundation
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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
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The Literacy Project Foundation

Board of directors
as of 8/27/2021
SOURCE: Self-reported by organization
Board chair

Mrs Sue Grant

The Literacy Project

Term: 2016 - 2019

Sue Grant

Chairperson

Dennis Kuhl

Chairman of Los Angeles Angels

Cindy Culpepper

Director / CEO of Wienerschnitzel

Paula Karcher

Director / Philanthropist Carls Jr.

Arnie Rubin

Director / Recently Retired Chairman of Funrise / Former Chairman of the Toy Industry Association & Toy Industry Foundation

Jim Steele

Director

Scott Lopez

Bank of America

Joe Stapleton

Penny Fox

Steve Tollefsrud

Retired / Philanthropist

Sinan Kanatsiz

CEO / KCOMM

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