SILVER2023

The Literacy Project Foundation

Newport Beach, CA   |  literacyproj.org

Mission

The Literacy Project is a regional education nonprofit committed to developing student reading skills. Our mission is to eliminate the literacy gap of emerging 2nd-graders who are functionally illiterate. We believe raising reading achievement will prepare students for academic and life success.

Ruling year info

1990

Principal Officer

Ms. Sue Grant

Main address

525 Superior Avenue

Newport Beach, CA 92663 USA

Show more contact info

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 Reading Initiative

The Literacy Project engages students in the learning process to develop fundamental literacy skills. Our core program is a data-informed, proprietary game-based curriculum that provides targeted instruction and practice of foundational literacy skills each student needs to move towards grade-level reading proficiency.

Our school partners qualify for our direct service, as most students are eligible for free/reduced lunch. We collaborate with teachers to identify students with the lowest literacy and reading comprehension. Through individualized attention by a Master Teacher and playing The New Phonics Game™, small groups learn skills needed to be independent, successful readers in 30 one-hour sessions. Aligned with Common Core practices, other state standards, and social-emotional learning, students discover how to socialize in a group setting, perform comprehensive problem solving, and succeed in a lightly competitive team environment.

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

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 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

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.

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.

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 shared information about our current feedback practices.
  • 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 inform the development of new programs/projects, To identify where we are less inclusive or equitable across demographic groups, To strengthen relationships with the people we serve, To understand people's needs and how we can help them achieve their goals

  • 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

  • What challenges does the organization face when collecting feedback?

    It is difficult to get the people we serve to respond to requests for feedback, The people we serve tell us they find data collection burdensome

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
  • 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.

The Literacy Project Foundation

Board of directors
as of 04/05/2023
SOURCE: Self-reported by organization
Board chair

Mrs Sue Grant

The Literacy Project

Term: 2016 - 2023

Sue Grant

Chairperson

Dennis Kuhl

Chairman of Los Angeles Angels

Paula Karcher

Director / Philanthropist Carls Jr.

Arnie Rubin

Director / Retired Founder, Funrise Philanthropist/Toy Hall of Fame Inductee

Jim Steele

Director / President, Global Strategic Customers, Salesforce

Scott Lopez

Vice-President / Managing Director of Capital Markets, Octane OC

Joe Stapleton

Secretary / Cofounder, President Spinnaker Investment Group

Penny Fox, CPA

Treasurer / Certified Publick Accountant

Steve Tollefsrud

Director / Retired, Philanthropist

Sinan Kanatsiz

Director / Chairman, KCOMM & Founder Internet Marketing Association

William "Bill" Passo

Director / Founder & CEO, Passco Companies. LLC

Michael T Travis

Director / Partner, Parker & Covert LLP

Christopher Trela

Director / Artistic Assistant Professor of Public Relations & Advertising, Chapman University / Dodge College of Film & Media Arts

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 3/24/2022

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
Hispanic/Latino/Latina/Latinx
Gender identity
Female
Sexual orientation
Heterosexual or Straight
Disability status
Person without a disability

Race & ethnicity

No data

Gender identity

No data

Transgender Identity

No data

Sexual orientation

No data

Disability

No data