Educational Institutions

The Literacy Project

  • Newport Beach, CA
  • literacyprojectfoundation.org

Mission Statement

Designed to eliminate the literacy gap for emerging, at-risk second graders who are functionally illiterate. This age is considered critical to mastering the fundamentals of the English language. The Literacy Project (TLP) methods include curriculum that enables children to catch up to their peers by the critical third grade literacy milestone. To prepare children's literacy skills to "ease into" rather than struggle with the Common Core Program Standards, and to have the ability to participate in science, technology, engineering and math (STEM) programming. The long-term goal of providing early intervention at this crucial juncture is the cornerstone to increasing a child's ability to graduate from high school thus producing self-sufficiency as a literate adult.
TLP solves the illiteracy issue by empowering underserved children with a comprehensive instructional program that improves both academic and attitudinal levels of students performing far below English proficiency standards. The program is provided at "no cost" to both the school and at-risk student and teaches the fundamental principles of phonics in all three learning modalities--auditory, visual and tactile--critical to children with varying learning styles.
The curriculum was co-developed by The Regents of the University of California and is aligned with "Common Core" and collaborative learning methods and focuses on teaching specific phonetic skills necessary for fundamental reading proficiency. Designed as a supplemental curriculum program based upon the California Basics Phonics Skills Test (BPST) approved mode of learning. It is considered a practice tool aligned with classroom instruction that improves reading without causing confusion to the student. It will provide non-readers with the ability to improve decoding and encoding skills of the English language. This scientifically proven "fun" way to learn teaches children key phonics very rapidly in a socially interactive environment, and promotes collaborative learning amongst students through group experience; a proven accelerated learning method of 21st century education practices.Through strategic pre and post testing both academic and attitudinal, The program proves significant, measureable growth in phonics, word decoding, word identification, English fluency, and reading which increases self-confidence and self-esteem of literacy skills. Attitudinal pre and post testing is based upon a nationally acclaimed assessment method.The results of this evaluation proved that the program provides success and measureable improvement through both academic and attitudinal aspects. Participants started the program with a reading proficiency level below 25% of their non-participating peers. The program increased the participant's phonetic skills by an average of 76% and results demonstrated reading proficiency nearly identical to their peers which means TLP's program succeeded in "bridging their literacy gap!"

Main Programs

  1. The New Phonics Game™
Service Areas

Self-reported

California

Currently provide programming to schools in Anaheim, Santa Ana, Long Beach and the Coachella Valley California. By nationally conducted measures, Anaheim is considered the 5th most illiterate city in the country followed by Long Beach and the Coachella Valley ranked 11th and 17th respectively in illiteracy rates.


ruling year

1990

Executive Director since 2016

Self-reported

Ms. Doe Girling

Founder since 2009

Self-reported

Ms. Sue Grant

Keywords

Self-reported

literacy, illiteracy, reading fluency, phonics

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Also Known As

The Literacy Project

EIN

33-0395322

 Number

7522102313

Contact

Cause Area (NTEE Code)

Elementary, Secondary Ed (B20)

Youth Development Programs (O50)

IRS Filing Requirement

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

Programs + Results

How does this organization make a difference?

Overview

Self-reported by organization

The Literacy Project will bring the gift of literacy to children as a foundational learning element to help achieve their personal dreams.

Programs

Self-reported by organization

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

Program 1

The New Phonics Game™

The Literacy Project uses their proprietary literacy product, The New Phonics Game™ that was co-developed by The Regents of the University of California, to engage children in the learning process and to develop critical literacy skills. Using this tool, TLP provides a 30-hour in-classroom reading program at ""no cost"" for second grade students. This program of exceptional merit is fun, socially interactive, and promotes collaborative learning amongst students through group experience. The program is driven by specific goals: To target specific schools 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 provide pre- and post-testing to each participant to substantiate the success rate.

Category

Population(s) Served

Children Only (5 - 14 years)

Poor/Economically Disadvantaged, Indigent, General

Ethnic/Racial Minorities -- General

Budget

$261.00

Service Areas

Self-reported

California

Currently provide programming to schools in Anaheim, Santa Ana, Long Beach and the Coachella Valley California. By nationally conducted measures, Anaheim is considered the 5th most illiterate city in the country followed by Long Beach and the Coachella Valley ranked 11th and 17th respectively in illiteracy rates.


Social Media

Blog

Funding Needs

The third grade reading achievement gap is a nationally recognized issue. Because of its direct link to a myriad of short- and long-term social concerns including higher rates of school dropout, unemployment, poverty and our country's subsequent economic vitality, researchers and educators alike are actively engaged in efforts to improve literacy. Here in Orange County, TLP is bridging the literacy gap prior to third grade, through the development and implementation of a fun, interactive and evidence-based comprehensive literacy program.

Accreditations

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External Reviews

Source: greatnonprofits.org

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Financials

Financial information is an important part of gauging the short- and long-term health of the organization.

The Literacy Project Foundation
Fiscal year: Jul 01-Jun 30
Yes, financials were audited by an independent accountant.

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Operations

The people, governance practices, and partners that make the organization tick.

The Literacy Project

Leadership

NEED MORE INFO ON THIS NONPROFIT?

Free: Gain immediate access to the following:
  • Address, phone, website and contact information
  • Forms 990 for 2015, 2014 and 2014
  • Board Chair and Board Members
  • Access to the GuideStar Community
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Executive Director

Ms. Doe Girling

Founder

Ms. Sue Grant

STATEMENT FROM THE Executive Director

"Students spend their first years in school learning to read and then they are reading to learn. If they are not proficient by second grade, they will likely struggle with all academics throughout their education, not to mention the loss of self confidence that can truly damage a child's ambition to learn. I think that every single kid deserves to be literate, deserves to learn and be who they can be. Some were handed a set of circumstances that they don't deserve and they have the same dreams of being doctors, lawyers but they're up against severe odds. They are up against their parents not knowing how to read and/or write themselves. We give kids a dream. The dream that they can be what they want to be but first they need to know how to read. We help do just that. "

Governance

BOARD CHAIR

Ms. JoAnn Albers

Albers Consulting, LLC.

Term: Jan 2010 - Jan 2016

BOARD LEADERSHIP PRACTICES

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RESPONSE NOT PROVIDED

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?


RESPONSE NOT PROVIDED

CEO OVERSIGHT

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


RESPONSE NOT PROVIDED

ETHICS & TRANSPARENCY

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


RESPONSE NOT PROVIDED

BOARD COMPOSITION

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


RESPONSE NOT PROVIDED

BOARD PERFORMANCE

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