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STORYBOOK TREASURES INC

Ashburn, VA   |  www.storybooktreasures.org

Mission

Storybook Treasures, (SBT) mission is educators putting books into the hearts, hands and homes of children who need them the most. We are dedicated to reaching children in under-served schools to provide learning/reading intervention and enrichment through the treasures that storybooks hold. The SBT classroom-to-home curriculum provides teachers and parents with resources proven, through surveys and academic assessment to close the literacy gap among at-risk youth.

Notes from the nonprofit

SBT provides an all-inclusive literacy enrichment program for struggling children and teachers in some of the most challenging classrooms in our country. Expertly designed lesson plans support the classroom teacher through the full implementation of each SBT book while also modeling how to structure their plans to best reach the kids who need it most. We include literacy professional development and frequent communication throughout the program. This is more than just sending books – we are reaching children and building engagement both in the classroom and at home with their parents. Children have a guided five-day experience with each book through beautiful lesson plans that foster and strengthen the essential sense of connection necessary to grow independent, self-motivated readers. The SBT program succeeds in not only delivering books into the hands of thousands of under-privileged children, but also helping teachers to kindle that early love of learning in our youth.

Ruling year info

2013

President and Founder

Denise Corbo

Director of Development

Lindsey Kearney

Main address

42437 Holly Knoll Ct

Ashburn, VA 20148 USA

Show more contact info

EIN

45-5015682

NTEE code info

Unknown (Z99)

IRS filing requirement

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

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Communication

Blog

Programs and results

What we aim to solve

SOURCE: Self-reported by organization

StoryBook Treasures (SBT) exclusively works with Title 1 (government identified schools servicing children living in poverty), specifically grades PreK through 3rd. Students living in poverty have little exposure, background, and capacity to build the necessary foundation for reading. They come to school academically behind, demonstrating learning needs as diverse as their backgrounds. The SBT program is designed to capitalize on the strength and diversity of each student via a commitment to culturally relevant pedagogy, differentiated instruction and rigor. With each new literacy kit delivery, children spend an entire week speaking “the same literacy language,” learn of one another in engaging conversation and are fully immersed and connected to the same book. SBT provides them an established background and method of thinking and that’s when we see the achievement gap closing and students rising to their greatest learning potential.

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?

StoryBook Treasures - Virginia

SBT provides the SBT literacy enrichment program to PK - 3rd grade students in the following school districts: Loudoun County, Fauquier County, Stafford County and is looking to expand to Fairfax and Prince William.

Population(s) Served

SBT provides the SBT literacy enrichment program to PK - 3rd grade students in the following school district: Baltimore City

Population(s) Served
Children and youth

SBT provides the SBT literacy enrichment program to PK - 3rd grade students in the following school districts: Santa Rosa County, Palm Beach County, Monroe County, Citrus County

Population(s) Served
Children and youth

SBT provides the SBT literacy enrichment program to PK - 3rd grade students in the following school districts: Bering Strait, Alaska Gateway

Population(s) Served
Children and youth

SBT provides the SBT literacy enrichment program to PK - 3rd grade students in the following school districts: Bottineau County

Population(s) Served

SBT provides the SBT literacy enrichment program to all 2nd grade students at Elbert Edwards Elementary in Las Vegas, Nevada.

Population(s) Served

Where we work

Awards

2018 Washington Post Teacher of the Year 2018

• 2018 Washington Post Loudoun County Teacher of the Year Video: https://vimeo.com/264138761

Affiliations & memberships

• Virginia HOUSE RESOLUTION NO. 43 January 30, 2018 – VA Delegate David Reid: http://lis.virginia.go 2018

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 children who obtain/retain story comprehension skills, domonstrate a home to school literacy connection and demonstarte a love of reading a books.

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

Children and youth, At-risk youth, Economically disadvantaged people

Type of Metric

Outcome - describing the effects on people or issues

Direction of Success

Increasing

Context Notes

StoryBook Treasures (SBT) First Grade Comprehension and Impact Assessment (CIA) was administered to students using the program.

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.

Over the next 12 months StoryBook Treasures strives to increase general literacy awareness and specifically knowledge of SBT’s program, both in schools and the community at large. We seek to increase our funding support to engage more organizations and communities in supporting early literacy. By the end of these next 12 months, our goal is to expand our program to reach over15,000 students. SBT is well positioned to achieve this goal as we continue our work to reach out directly to all Title 1 coordinators in Virginia, Maryland, the District of Columbia, Alaska, North Dakota, Nevada, and Florida. In the next three years StoryBook Treasures aspires to expand to include 15 new school partnerships in the Washington Metropolitan area (DMV area), positively impact the literacy rates in our all our schools and kindle a love of reading in the hearts and minds of the children who need it most.

1. INCREASE AWARENESS
To be recognized as leading literacy enrichment program in the US that brings children to or above grade level by fourth grade.

2. INCREASE REVENUE
Build a proactive, sustainable, diverse revenue stream to support more school delivery and expanded programs, including STEM and special needs students.

3. BOARD DEVELOPMENT
Encourage Board of Director involvement in promoting and funding SBT with an active advisory group to the board who are passionate about literacy and diverse across geography, ethnicity, age and experience.

4. PROGRAMS
Make available SBT program books and materials for teachers to select program books to complement and meet their educator needs in their county, school and community curriculum measures.

Provide SBT curriculum for afterschool and summer sessions to schools participating in the classroom-to-home programs. Translate programs for Latino immersion.

Expand the learning program for extended support through SBT website, educator and parent workshops.

Increase books and material library availability to expand prospectus through vendor partnerships.

Principles
• Well-trained educators with access to professional development and quality materials leads to increased student achievement
• Genuine love of reading and books is created with parent involvement and direct classroom instruction
• Emotional connections with books enhances interest and lifelong literacy connections
• Reading transforms lives and changes outcomes for children and communities.
• Closing the achievement gap involves a collaboration of educators, parents and the community working together to build meaningful partnerships
• Strong public school literacy education is the foundation to building a thriving local economy

Core Values
• Student achievement as life-long reading champions
• Teacher and training excellence to support every child
• Innovation and creativity to inspire and challenge students, teacher, parents
• Business and community partnerships to build strong teams and expose needs
• Regional, national and international diversity to address all challenges

Strengths
• Positive awareness of SBT based on measured results in pilot programs
• Executive leadership and Board is committed and passionate about SBT's mission and vision
• Program proves to close the literacy gap
• Program is received enthusiastically by teachers, students and parents
• Engages entire school with literacy enrichment
• Provides high quality professional development for educators
• Volunteerism and community involvement increases with each program prep event

To date, StoryBook Treasures has improved opportunities for well over 40,000 students in Title 1 schools across the country with a staggering 93% of these children receiving free/reduced price lunches through the federal lunch program. We’ve delivered over 100,000 books and treasures and with the support of the classroom teachers using our program, kindled a love for reading in the hearts and minds of the children who needed it most. When the results of our annual surveys to principals, teachers, students and parents on the StoryBook Treasures program arrived, they proved the merit of what we do. Incredibly, 100% of principals who completed the survey conveyed that they are highly satisfied with the increased school-wide reading progress. Likewise, 100% of survey respondent teachers reported that SBT is a highly valuable program to their students and parents. Best of all, 100% of students who completed the survey enjoy a heightened love of reading and books with 100% of responding parents confirming increased at-home reading and more at-home books. Anecdotally, SBT receives glowingly positive feedback from teachers and librarians, and we further measure our impact over time through literacy scores in standardized testing achievement metrics. In our pilot school in Sterling, Virginia, literacy rates improved from 62% to 93% after three years of the StoryBook Treasures program.

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 take steps to get feedback from marginalized or under-represented people, 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, We look for patterns in feedback based on demographics (e.g., race, age, gender, etc.), We look for patterns in feedback based on people’s interactions with us (e.g., site, frequency of service, etc.), We engage the people who provide feedback in looking for ways we can improve in response, We act on the feedback we receive, We tell the people who gave us feedback how we acted on their feedback, We ask the people who gave us feedback how well they think we responded

  • What challenges does the organization face when collecting feedback?

    We don't have any major challenges to collecting feedback

Financials

STORYBOOK TREASURES INC
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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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Build relationships with key people who manage and lead nonprofit organizations with GuideStar Pro. Try a low commitment monthly plan today.

  • 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.

STORYBOOK TREASURES INC

Board of directors
as of 04/17/2024
SOURCE: Self-reported by organization
Board chair

Denise Corbo

StoryBook Treasures

Margarete Renschler

StoryBook Treasures Inc

Jason Renschler

StoryBook Treasures Inc.

Vinson Corbo

StoryBook Treasures Inc.

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 4/17/2024

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
White/Caucasian/European
Gender identity
Female, Not transgender
Sexual orientation
Heterosexual or Straight
Disability status
Person with a disability

The organization's co-leader identifies as:

No data

Race & ethnicity

Gender identity

Transgender Identity

Sexual orientation

Disability

We do not display disability information for organizations with fewer than 15 staff.

Equity strategies

Last updated: 10/12/2022

GuideStar partnered with Equity in the Center - an organization that works to shift mindsets, practices, and systems to increase racial equity - to create this section. Learn more

Data
  • We review compensation data across the organization (and by staff levels) to identify disparities by race.
  • We ask team members to identify racial disparities in their programs and / or portfolios.
  • We analyze disaggregated data and root causes of race disparities that impact the organization's programs, portfolios, and the populations served.
  • We disaggregate data to adjust programming goals to keep pace with changing needs of the communities we support.
  • We employ non-traditional ways of gathering feedback on programs and trainings, which may include interviews, roundtables, and external reviews with/by community stakeholders.
  • We disaggregate data by demographics, including race, in every policy and program measured.
  • We have long-term strategic plans and measurable goals for creating a culture such that one’s race identity has no influence on how they fare within the organization.
Policies and processes
  • We use a vetting process to identify vendors and partners that share our commitment to race equity.
  • We have a promotion process that anticipates and mitigates implicit and explicit biases about people of color serving in leadership positions.
  • We seek individuals from various race backgrounds for board and executive director/CEO positions within our organization.
  • We have community representation at the board level, either on the board itself or through a community advisory board.
  • We help senior leadership understand how to be inclusive leaders with learning approaches that emphasize reflection, iteration, and adaptability.
  • We measure and then disaggregate job satisfaction and retention data by race, function, level, and/or team.
  • We engage everyone, from the board to staff levels of the organization, in race equity work and ensure that individuals understand their roles in creating culture such that one’s race identity has no influence on how they fare within the organization.