Diamond Educational Excellence Partnership (DEEP)

Early Readers = Future Leaders

aka DEEP   |   San Diego, CA   |  https://deepsd.org/home-1

Mission

DEEP mobilizes community partners around a research-guided theory of change designed to ensure that children attending schools in a cluster of southeastern San Diego neighborhoods enter kindergarten prepared for success and complete third grade reading proficiently.

Ruling year info

2018

Executive Director

Dr. Gina Gianzero

Main address

404 Euclid Ave #304

San Diego, CA 92114 USA

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EIN

82-1948846

NTEE code info

Educational Services and Schools - Other (B90)

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

SOURCE: Self-reported by organization

DEEP serves five Title I elementary schools that feed into the lowest performing high school in San Diego Unified. These schools serve mostly children of color who face barriers to learning associated with poverty, second-language acquisition, immigration, and low parental education.  Over 90% of students qualify for free meals. Over 60% are Hispanic, and another 20% are African American. More than 50% are former or current English- Learners. Over 80% of parents describe themselves as not being college graduates.  For decades, there has been a persistent 30-40-point gap between the percentage of third graders reading proficiently in these schools and those in more affluent communities – a concerning reality given the link between third-grade reading and high-school graduation.

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?

Super Readers Future Leaders (SRFL)

Summer Readers Future Leaders (SRFL) is a community-based summer learning program. This unique and dynamic program provides children attending the Diamond Community’s traditional-calendar elementary schools with opportunities for increasing their motivation to read, reducing summer reading loss, improving social-emotional development and physical health, and engaging in experiential inquiry-based educational and service-learning activities linked to the restoration of natural resources.

Population(s) Served
Children
At-risk youth
Students

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 students showing interest in topics related to STEM

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

Children

Type of Metric

Outcome - describing the effects on people or issues

Direction of Success

Increasing

Context Notes

In our Summer Readers Future Leaders program, 86% of students showed an increased interest in STEAM topics, including engineering and dance.

Number of children who have emerging literacy skills such as beginning letter recognition and phonological awareness, story comprehension, and use of writing materials.

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

Children

Type of Metric

Outcome - describing the effects on people or issues

Direction of Success

Increasing

Context Notes

On average, children who attended at least 75% of DEEP program days increased the number of irregular words they learned by over 100%.

Number of students who perform at average or above on standardized testing

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

Children

Type of Metric

Outcome - describing the effects on people or issues

Direction of Success

Increasing

Context Notes

The percentage of students participating in DEEP programs meeting grade-level standards grew by nearly 200% during the 2019-2020 academic year.

Number of links and collaborations with external organizations that support student learning and its priority tasks

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

Children

Type of Metric

Input - describing resources we use

Direction of Success

Increasing

Context Notes

DEEP leads a collaborative of four dozen partner organizations, including five elementary schools and multiple community partners committed to the shared mission of improving early literacy.

Number of students who demonstrate improved overall literacy

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

Children

Type of Metric

Outcome - describing the effects on people or issues

Direction of Success

Increasing

Context Notes

Outcomes from the 2019-2020 school year revealed that regular participants in DEEP programs improved by an average of four reading levels.

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.

DEEP and our partners are organized around three strategic priorities:

1) Preparing for Kinder: building the capacity of caregivers and teachers of children ages 0-5 to provide students with enriching early learning experiences

2) Reading by Third Grade: strengthening the capacity of educators to provide robust in-school early reading instruction and offering in-school supports that address such barriers to learning as chronic absenteeism or social-emotional needs

3) Learning Beyond the Classroom: offering children extended learning opportunities beyond the school day/year that reinforce and expand upon in-school learning

In 2020, there were 21,000 children from underserved homes in grades PK-3 in San Diego Unified School District. If current trends hold, nearly 60%, or 12,000, will not read proficiently by the end of third grade, decreasing their chances of completing high school. Those who fall behind, stay behind. The same percentage of children who do not read by the end of third grade do not achieve grade-level reading by 11th grade -- putting them on track to become our city's least skilled workers.

DEEP works to sever the link between certain zip codes and poor life outcomes by investing in children during their first eight years, when returns on investment are highest and children's self confidence remains intact. We strengthen their caregivers' ability to prepare them for kindergarten; improve their teachers' capacity to deliver strong instruction; provide extra-curricular opportunities that reinforce and expand upon in-school learning; and connect families to community resources that prevent children from missing school or suffering the effects of poverty-induced trauma. We make schools hubs for community-school connections. We make a difference by ensuring that the future workforce is given every opportunity for success.

DEEP partners with six elementary schools that feed into Lincoln High School, including Encanto, Chollas-Mead, Johnson, and Webster. School principals and lead teachers from these schools meet monthly with DEEP and CRLP to support teacher practice.

DEEP also has powerful connections to families with children ages 0-5. These families, most of which have older children in partner schools, participate in DEEP’s reading programs and inter-generational workshops delivered by such partners as Words Alive.

We connect to families through orientations, newsletters, field trips, student performances, and surveys. DEEP seeks to expand this engagement in two ways:

Weekly workshops delivered by bilingual CRLP teachers on campus that introduce parents to CRLP’s literacy framework, explain what children are learning, and demonstrate home-learning activities;

Campus-based and remote reading workshops delivered by Words Alive to families and children ages 0-5. Supporting parents to read with young children is essential to building proficient third-grade readers. It is especially important given the drop in preschool/kindergarten enrollment during COVID.

Outcomes from the 2019-2020 school year revealed that regular participants in DEEP programs improved by an average of four reading levels. The percentage of students meeting grade-level standards grew by nearly 200%. On average, children who attended at least 75% of DEEP program days increased the number of irregular words they learned by over 100%.

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 collecting feedback from the people you serve?

    Electronic surveys (by email, tablet, etc.), Paper surveys, Focus groups or interviews (by phone or in person),

  • 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 inform the development of new programs/projects, To strengthen relationships with the people we serve, To understand people's needs and how we can help them achieve their goals,

  • With whom is the organization sharing feedback?

    Our staff, Our board,

  • 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, 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,

  • What challenges does the organization face when collecting feedback?

    It is difficult to find the ongoing funding to support feedback collection,

Financials

Diamond Educational Excellence Partnership (DEEP)
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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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lock

Connect with nonprofit leaders

Subscribe

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.

Diamond Educational Excellence Partnership (DEEP)

Board of directors
as of 5/10/2021
SOURCE: Self-reported by organization
Board chair

Judy McDonald

Don Duford

Norm Hapke

Julia Bridi

Ed Lopez

Amanda Bonds

Deborah Hernandez

Hugh Mehan

Kathryn Shade

Dwaine Smith

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 ? No
  • 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 05/06/2021

Who works and leads organizations that serve our diverse communities? GuideStar partnered on this section with CHANGE Philanthropy and Equity in the Center.

Leadership

The organization's leader identifies as:

Race & ethnicity
White/Caucasian/European
Gender identity
Female, Not transgender (cisgender)
Sexual orientation
Heterosexual or Straight
Disability status
Person without a disability

Race & ethnicity

Gender identity

 

Sexual orientation

No data

Disability

No data

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

Equity strategies

Last updated: 05/06/2021

Policies and practices developed in partnership with Equity in the Center, a project that works to shift mindsets, practices, and systems within the social sector to increase racial equity. 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.