Educational Institutions

The Literacy Project Foundation

Newport Beach, CA

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

1990

Principal Officer

Ms. Kimberly Vig

Main Address

124 Tustin Avenue, Suite 103

Newport Beach, CA 92663 USA

Formerly Known As

The Literacy Foundation

Keywords

literacy, illiteracy, reading fluency, phonics

EIN

33-0395322

 Number

7522102313

Cause Area (NTEE Code)

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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Programs + Results

What we aim to solve

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Our programs

What are the organization's current programs, how do they measure success, and who do the programs serve?

SOURCE: Self-reported by organization

The Literacy Project Program Featuring The New Phonics Game™

Where we work

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Our Results

How does this organization measure their results? It's a hard question but an important one. These quantitative program results are self-reported by the organization, illustrating their committment to transparency, learning, and interest in helping the whole sector learn and grow.

SOURCE: Self-reported by organization

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

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

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 .

TOTALS BY YEAR
Population(s) served

At-risk youth

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Charting Impact

Five powerful questions that require reflection about what really matters - results.

SOURCE: Self-reported by organization

What is the organization aiming to accomplish?

What are the organization's key strategies for making this happen?

What are the organization's capabilities for doing this?

How will they know if they are making progress?

What have they accomplished so far and what's next?

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.

Our evaluation process, to determine 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.

Upon completion of the program, this pre-test data is compared to the post-testing results and statistics are documented, analyzed and evaluated by a third party evaluator (Sharon L. Cordes, Ed.D. Director, Assessment and Evaluation Orange County, California Area Education Management)

Success of the progress of our programs are assessed against the following ongoing outcomes:

Our students start with a reading proficiency level 25% below their literate peers.

a) Phonetic skills increase by 76%. Reading proficiency increases nearly identical to their peers. Some participants outscored the control group as much as 129% and an average of 58% recorded a reading proficiency ABOVE their peer group.

b) Students improve an average of three-fourths a grade level, equivalent to seven months of classroom instruction.

c) Participants start TLP program with a reading proficiency level BELOW 25% of their non-participating peers. By program's end, students score an average increase in reading skill level by 62.3- 69.9%.

d) Approximately 76% of participant's experience "significant measurable growth" in their reading skill levels and 85% display an improvement in their attitude towards reading and school.

e) Post-program attitudinal surveys show:
•80+% report reading is more enjoyable
•80+% feel they have become better readers
•60+% like school more
•70+% feel grades improving
•75+% report reading better makes school more fun

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.

External Reviews

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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Board Leadership Practices

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.

SOURCE: Self-reported by organization

BOARD ORIENTATION & 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 & 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