Educational Institutions

New Haven Reads Community Book Bank Inc

  • New Haven, CT
  • http://www.newhavenreads.org

Mission Statement

New Haven Reads, founded to ""share the joy and power of reading,"" increases the literacy skills of children to empower their academic success by providing individually tailored one-on-one after-school tutoring, educational family support, and a community book bank, all at no cost to participants.

Main Programs

  1. Tutoring
  2. Community Book Bank
  3. Pre-Kindergarten and Kindergarten Program
Service Areas

Self-reported

Connecticut

We primarily serve these areas but are open to anyone who is able to come to our locations for tutoring or to get free books.

ruling year

2006

Principal Officer since 2010

Self-reported

Ms. Kirsten Levinsohn

Keywords

Self-reported

NHR, tutoring, free books, caring, making a difference, read

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Also Known As

New Haven Reads

EIN

76-0807330

 Number

3685421945

Contact

Cause Area (NTEE Code)

Educational Services and Schools - Other (B90)

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

Top accomplishments from the last year Tutored over 500 students each week, grades 1 through 12 with our research-based, one-on-one tutoring program Reached over 300 students during our summer session through one-on-one tutoring and Summer Literacy Camp. Results of our CORE testing (Consortium on Reading Excellence) showed that 95% of all NHR students tested raised his or her raw literacy test scores between Fall 2014 and Spring 2015. (We tested all first, second and third graders.) With these scores, we were able to make individualized adjustments to each child's tutoring program as a result.Our Education Director and Parent Liaison and/or Site Directors attended 55 Planning and Placement Team Meetings (PPTs) at area schools with New Haven Reads parents and their child's teacher. Through these meetings and individual meetings with parents, our Education Director is able to help the parents navigate the school system and can act as an advocate for the child. Top Goals for the current year To solidify our organizational infrastructure including our data managementTo continue to develop relationships with local schools, especially those that dismiss early enough for their students to attend our 3:00 tutoring time, e.g.Wexler-Grant, Lincoln-Bassett, and Celantano School To deliver another fantastic academic year of one-on-one tutoring, pre-k and kindergarten, and SAT classes and continue to assess student growthTo augment our school field trip program and build relationships with more organizations that need gently used books To prepare for opening a potential fourth tutoring site

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

Tutoring

We offer free one-on-one tutoring to over 500 students each week in grades 1 through 12 to address the dire need for improved reading skills. Our model is straightforward and effective: every student receives at least one hour of one-on-one instruction each week with a dedicated tutor. The program content and volunteer tutors are chosen and monitored by our team, which includes staff members who are certified teachers.Studies have shown that children who struggle with reading often have not mastered phonics, which is why our tutoring program is rich with phonics. We utilize the Consortium on Reading Excellence (CORE) composite test for all first, second and third grade students to asses each child's reading in the fall and in the spring. This CORE testing gives us individualized data we need to analyze our program and to customize the tutoring session for each student. In 2014-15 academic year, 95% of all students tested increased their raw score in the CORE test. 92% of all parents who answered a survey said that they have observed improvements in their child's reading and 90% of students say they are a better reader because of New Haven Reads.

Category

Education, General/Other

Population(s) Served

Children and Youth (infants - 19 years.)

Poor/Economically Disadvantaged, Indigent, General

Poor/Economically Disadvantaged, Indigent, General

Budget

$353,000.00

Program 2

Community Book Bank

We offer free children's and adult books to the community through our book bank. Our Bristol Street location in New Haven has a front ""bookstore"" area for patrons. We pack boxes of books for over 60 area organizations, including Chapel Haven, Yale-New Haven Hospital, schools, shelters, senior centers and other community organizations. All our books are donated. We also provided over 100 field trips for local elementary schools this past year. Students get to hear some good stories as well as pick out five books of their own choice to take home and keep.Research has shown that regular access to books has a direct impact on children's reading ability, irrespective of parents' education, occupation and social class.A significant 2010 study, led by the University of Nevada examined the importance of books in the home across 27 countries and all income levels. According to researchers, the presence of literature in the home had a profound effect on all families, irrespective of parental occupation or social class and impacts the number of years a student remains in school. Our goal is to enable students to have a considerable home library irrespective of family income.

Category

Education, General/Other

Population(s) Served

Children and Youth (0 - 19 years)

Children Only (5 - 14 years)

Adults

Budget

35,474

Program 3

Pre-Kindergarten and Kindergarten Program

We provide a high quality reading readiness program for children aged four to six. Our program targets children who are already demonstrating gaps in skills important to school success. Many low-income families do not have access to quality preschool, resulting in a need for ""catch-up"" during kindergarten and beyond. Students attend an hour-long class twice a week with an experienced and credentialed teacher. Instructional time focuses on core academic and social concepts, including phonemic awareness, alphabetic knowledge and sight word recognition. Students are assessed three times a year to monitor growth and to modify the curriculum as needed. We provide a Summer Literacy Camp to help prevent "summer learning loss" (the loss of academic skills over the summer vacation), which makes the transition to the next grade more successful. Last year's assessment results showed that on average, pre-k students improved 32% and kindergarteners improved 46% from the fall to the spring.

Category

Education, General/Other

Population(s) Served

Children Only (5 - 14 years)

Poor/Economically Disadvantaged, Indigent, General

Budget

66,349

Service Areas

Self-reported

Connecticut

We primarily serve these areas but are open to anyone who is able to come to our locations for tutoring or to get free books.

Additional Documents

Funding Needs

Connecticut has the nation's largest achievement gap between low-income students and their more affluent peers. Almost a third of New Haven children live in poverty. Only 28% of New Haven third graders read at or above goal (grade level) according to 2013 CMT standardized test scores. Of the students at New Haven Reads, 79% come from households with low, very low, or extremely low incomes. These are the students who are most at risk of under-performing academically. In this context, New Haven Reads focuses on: Bringing more students from our waiting list into our programs. Although we have increased the number of students served, we continue to have a waiting list. We seek to open a fourth site. Attracting more volunteers. We would be unable to reach so many students without our dedicated corps of over 400 volunteer tutors who support us weekly. Increasing diverse funding streams in order to ensure adequate, recurring revenue over the long term which will support us as we plan for future organizational growth and improvements. Strengthening our infrastructure and allow us to develop further efficiencies and to be more effective in how our programs are delivered.

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External Reviews

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Financials

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

NEW HAVEN READS COMMUNITY BOOK BANK, INC
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.

New Haven Reads Community Book Bank Inc

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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Principal Officer

Ms. Kirsten Levinsohn

BIO

Kirsten has a Masters in Elementary/Early Childhood education and a K-8 teaching certificate. She taught in the classroom for five years in Maryland and New Jersey. Kirsten was the executive director of a non-profit organization called the Leslie Science and Nature Center, for 20 years in Ann Arbor, Michigan before moving to New Haven in 2010. Not only does Kirsten oversee the day-to-day management of the organization, she also tutors two students every week. Kirsten brings a wealth of nonprofit management expertise to New Haven Reads and is dedicated to the mission to share the joy and power of reading with children and families from the Greater New Haven area.

STATEMENT FROM THE Principal Officer

"New Haven Reads provides a vital service to the Greater New Haven community. Standardized test scores show large percentages of children struggling with reading; in third grade, over 70% were reading below grade level in 2013. Adult illiteracy is also high. New Haven Reads is committed to addressing this issue with our one-on-one after-school tutoring program. Our program succeeds in large part due to three reasons: Our program is based on research and best practices. We have worked closely with local literacy consultant, Literacy How, both to help assess and improve our program and also to train our tutors.Each child works one-on-one with a dedicated tutor. Each child is tested when they first come to our program so that the student can work at his or her level and then, with the help of a dedicated tutor, move through the program at the pace that is best for the student. Moreover, in many cases, a real bond forms between the student and the tutor. This can have a transformative effect on the child's development, both academically and emotionally.Parent engagement is a key feature to our success. Because parents have to drop off and pick up their students, it allows ample opportunity for our Site Directors and often, the child's tutor, to get to know the parents. Information can be shared on both sides. Parents may come to us with problems from school or our Education Director may want to address a concern on our end. In some cases, our Education Director will attend parent/teacher meetings at school at the request of the parent. In this way, our Education Director can help the parents navigate the school system and can help facilitate communication and shared goals. Because we have developed a relationship with the parents, there is trust and understanding that enhances all of our efforts at working towards academic success for the child. Together, we are building a community of readers in New Haven."

Governance

BOARD CHAIR

Ms. Lisa Gray

Gray Organschi Architecture

Term: July 2012 - June 2016

BOARD LEADERSHIP PRACTICES

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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?