Civil Rights, Social Action, Advocacy

Learning Rights Law Center

  • Los Angeles, CA
  • www.learningrights.org

Mission Statement

Learning Rights Law Center seeks to ensure that all students are provided with equitable access to the public education system and focuses on low-income students who have disabilities, face discrimination or are involved in the foster care or juvenile justice systems. Learning Rights was founded in 2005 by Janeen Steel and Inés Kuperschmit after they saw enormous gaps in educational services provided to poor children with disabilities.

Learning Rights includes among its constituents the students (birth through age 22), as well as parents, service providers, educators and legal professionals who impact the lives of these young people. Students and their families come from economically-marginalized communities throughout Los Angeles County who turn to us after they exhaust all other resources. To this day, Learning Rights has served more than 40,000 low-income students who do not have proper access to the public education, their families and other stakeholders.

Our vision is a world in which all children may pursue a meaningful and equitable education that provides them with a brighter future and the means to become successful adults. In 2015, Learning Rights' advocacy resulted in thousands of hours of compensatory education services and therapies - and more than $2.6 million worth of free services - being awarded to poor and disabled students.

Main Programs

  1. TIGER (Training Individuals for Grassroots Education Reform) Program
Service Areas

Self-reported

California

Primarily Los Angeles County. We also serve low-income students and their families in San Bernardino and Ventura Counties.

ruling year

2006

Principal Officer

Self-reported

Mrs. Inés Kuperschmit

Keywords

Self-reported

Legal Services, Legal Assistance, Advocacy, Legal Assistance, Advocacy, Education, Training, Workshops, Education Equity, Disability, Foster Youth, Juvenile Delinquency, Medical Legal, Education Rightsation, Training, Workshops, Education Equity, Disability, Foster Youth, Juvenile Deliquency, Medical Legal, Education Rights

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EIN

83-0434929

Contact

Cause Area (NTEE Code)

Civil Rights, Advocacy for Specific Groups (R20)

Alliance/Advocacy Organizations (O01)

Alliance/Advocacy Organizations (B01)

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?

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

TIGER (Training Individuals for Grassroots Education Reform) Program

The TIGER Program offers hands-on training to help low-income parents better navigate the special education system for their children with disabilities. The Program was developed and launched by Learning Rights Law Center co-founders Janeen Steel and Inés Kuperschmit in late 2005 after they observed a gap in effective know-your-rights trainings in the area of education law. Since then, TIGER has served more than 3,000 parents and children, and introduced ongoing community groups to spearhead change in their local school districts.

TIGER Program is available to parents whose PreK-12th grade children, aged 3-22, have a variety of disabilities, including Autism Spectrum Disorder, specific learning disabilities, emotional disorder, speech or language impairments and intellectual disabilities. TIGER parents reside in low-income communities in Los Angeles County including South Los Angeles, Watts, East Los Angeles, Montebello, Downey, Whittier and downtown Los Angeles. Because of the high incidence of monolingual Spanish speakers, Learning Rights offers interpreters at all TIGER activities. In 2015, an average of 210 parents are served monthly (or, a total of 410 parents, unduplicated) representing an increase of 27% over service levels in 2014 (an average of 156 parents were served monthly in 2014, or a total of 295 parents unduplicated) and a remarkable 100% increase over service levels in 2013. In 2014, it cost Learning Rights just $553 to put each parent through the training program. As the TIGER Program expands, we expect the cost to decrease. All TIGER activities are offered free to participants.

The TIGER Program is comprised of the following components: Beginning TIGER ( five training groups - held in Watts, East Los Angeles, Whittier, Long Beach and Pacoima) immerses parents in the basics of education advocacy via a series of 11 monthly interactive trainings; Intermediate TIGER (two training groups – held in Watts and East LA) offers Beginning TIGER graduates deeper exposure to key special education concepts through a six-month-long training series; Advanced TIGER (one training group – held in downtown LA) provides Intermediate TIGER graduates with monthly trainings that go into even greater depth on specific topics; parent-led TIGER Community Groups (in Downey, Long Beach, Highland Park and West Los Angeles) meet each month to support local parents whose children with disabilities have education-access issues; and the Annual TIGER Town Hall, which offers parents a day of interactive workshops led by special education attorneys and advocates. Parents who graduate from the Advanced TIGER continue to be part of the Program by becoming Parent Group Leaders. In 2015, Learning Rights launched its e-TIGER Pilot Project, which is designed to widen the TIGER Program reach via digital media.




Category

Educational Programs

Population(s) Served

Children and Youth (infants - 19 years.)

Adults

Ethnic/Racial Minorities -- General

Budget

$227,869.00

Service Areas

Self-reported

California

Primarily Los Angeles County. We also serve low-income students and their families in San Bernardino and Ventura Counties.

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Financials

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Learning Rights Law Center
Fiscal year: Jan 01-Dec 31
Yes, financials were audited by an independent accountant.

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Operations

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

Learning Rights Law Center

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

Mrs. Inés Kuperschmit

BIO

Inés Kuperschmit co-founded Learning Rights Law Center together with Janeen Steel in 2005 and is now the Co-Executive Director for Management and Operations. Ines has been at Learning Rights for over 10 years and started her career as a staff attorney and Skadden Fellow at Public Counsel, where she represented youth in the juvenile justice and foster care system who suffer from mental health problems or developmental disabilities. Ines enjoys teaching as much as she does lawyering, having taught a graduate course at Antioch University and co-teaching the Education Law Clinic at UCLA School of Law. She also co-taught the USC Special Education Advocates Training Program (SEAT), which aims to increase and professionalize special education advocacy in California, and eventually nationwide.

Inés was born in Argentina and raised in Washington, D.C. She graduated from the UCLA School of Law in 2002 where she was in the Epstein Program for Public Interest Law and Policy (PILP). She received her bachelor of arts degree with high honors from the University of Virginia. Inés enjoys political activism, community development, and exploring Los Angeles with her four children.

Governance

BOARD CHAIR

Mrs. Tina Steck

No Afilliation

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?


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CEO OVERSIGHT

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


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ETHICS & TRANSPARENCY

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


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BOARD COMPOSITION

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


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BOARD PERFORMANCE

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