Educational Institutions


Igniting the Academic and Creative Potential of Students with Dyslexia Through the Power of STEM

aka SDSquared

Merrifield, VA


Sliding Doors STEM and Dyslexia (SDSquared) is leading a movement to develop future STEM leaders by building confidence in students with dyslexia and equipping educators to help them learn.

Ruling Year


Executive Director

Krista Gauthier

Main Address

P.O. Box 211

Merrifield, VA 22116 USA


after-school program, education, STEM, dyslexia





Cause Area (NTEE Code)

Elementary, Secondary Ed (B20)

IRS Filing Requirement

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Programs + Results

What we aim to solve New!

Currently 15-20% of the population has dyslexia, a specific learning disability that causes difficulty in learning to read or interpret words, letters, and other symbols, but that do not affect general intelligence. At the same time these people struggle to read, they are also uniquely gifted in science, technology, engineering, and math fields. Many times, however, because of the lack of services offered to these individuals at a young age, they lose interest in learning and never reach their full potential. This is especially true for lower income students who cannot afford outside intervention. Our foundation supports an after-school program that levels the playing field for students with dyslexia by not only providing reading tutoring but also enrichment in STEM. Our hope is that providing students both with what they need as well as access to what they love we will see more of these children reach their full potential and become our future STEM innovators.

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

Sliding Doors STEM & Dyslexia Learning Center

Where we workNew!

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 and haven't they accomplished so far?

Our goal is to help students with dyslexia from all socioeconomic levels to reach their full potential. By providing our program at a lower cost than private tutoring as well as a few scholarship spots to those in need, we are leveling playing field and helping all of us by allowing our future STEM innovators to rise.

Our after-school program provides our students in grades 1-5 both reading intervention and STEM in enrichment two days a week. By providing these students with both what they need in reading and also giving them experiences in subjects where they excel, we boost their confidence and love of learning.

We have a team of tutors and STEM professionals that volunteer their time to staff our after=school program. We also have a number of STEM companies who believe in our mission and help us to keep our costs low and that provide us resources that allow our students to see just what they can accomplish.

We track our students' progress both in terms of how well they master our curriculum as well as track their academic progress in school. We do this both with qualitative and quantitative methods.

In the short 15 months we have been in operation, we have admitted 15 students into our program and have 12 tutors who we are training to become dyslexia tutors. Our initial cohort of 5 students has shown significant improvement in their reading levels both in our program and on national standardized tests.

External Reviews



Fiscal year: Jul 01 - Jun 30

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Board Leadership Practices

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SOURCE: Self-reported by organization


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?



Has the board conducted a formal, written assessment of the chief executive within the past year?



Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements in the past year?



Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership?



Has the board conducted a formal, written self-assessment of its performance within the past three years?