Educational Institutions

The Literacy Project Foundation

  • Newport Beach, CA
  • literacyprojectfoundation.org

Mission Statement

Our mission is to eliminate the literacy gap for emerging, underserved, second graders who are functionally illiterate and to foster the life-long appreciation for reading. This age is considered critical to mastering the fundamentals of the English language. The Literacy Project (TLP) methods and curriculum enable children to catch up to their peers by the crucial third-grade literacy milestone; to prepare children's literacy skills to "ease into" rather than struggle with the Common Core Standards. Thus producing the ability to participate in science, technology, engineering and math (STEM) programming.

To do this, we: Access and enhance key phonics skills amongst struggling readers; Promote learning in a fun, social and interactive environment; Use proven methods to maximize the learning experience; Develop increased self confidence; and lead to self-sufficiency and economic success.

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 - producing self-sufficiency as a literate adult.

Main Programs

  1. The New Phonics Game™
  2. Eliminating the literacy gap for emerging, at-risk second graders who are functionally illiterate in Orange, Los Angeles and Riverside counties.
Service Areas

Self-reported

California

Currently, we are serving schools in Orange, Los Angeles and Riverside counties.

ruling year

1990

Founder / CEO OCPR since 2016

Self-reported

Mrs. 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)

Educational Services and Schools - Other (B90)

Youth Development Programs (O50)

Children's and Youth Services (P30)

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

TLP has gained significant recognition based on our successful work with Title 1* elementary schools in Orange, Los Angeles, and Riverside counties.

Through independent, measured results, and witnessed first hand by the Orange County Department of Education (OCDE), The Los Angeles Unified School District (LAUSD), the Long Beach Unified Schools District (LBUSD) and the Riverside County Office of Education (RCOE), students starting with a reading proficiency level 25% below their literate peers, within 30 hours, these same students scored an average increase in reading skill level by 62.3- 69.9%.

Their phonetic skills increased on average 76% with an overall improvement of 3/4 of a grade level, (equivalent to 7 months of classroom instruction). Students outscored the control group (non-participant) as much as 129% and an average of 58% in reading proficiency ABOVE their peer group.

A minimum of 70% saw their grades improve and 85% saw improvement in their attitude and self-confidence.

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

Education, General/Other

Population(s) Served

Children Only (5 - 14 years)

Poor/Economically Disadvantaged, Indigent, General

Ethnic/Racial Minorities -- General

Budget

$261.00

Program 2

Eliminating the literacy gap for emerging, at-risk second graders who are functionally illiterate in Orange, Los Angeles and Riverside counties.

Students, identified by their classroom teachers as those with the lowest literacy and reading comprehension skills, are referred to the program and placed into a small group of peers reading at similar levels. Teaching by The Literacy Project's Master Teachers are administered five days a week, during a six-week program cycle during daytime instruction. We conduct three cycles of teaching each school year (Fall: September – November; Winter: January – March, and Spring: April – June). Each cycle is administered by TLP Master.

Teachers (MT) are highly credentialed as a reading and language arts specialist, and remains on site at each school for three hours a day, Monday through Friday. Children are removed from overcrowded classrooms and placed into the proven curriculum without burdening teachers.

TLP solves the illiteracy issue by empowering at-risk, 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.
One of the tools the academic segment utilizes is "The New Phonics Game™," a proprietary reading product co-developed by The Regents of the University of California and TLP. Currently aligned "Common Core" and collaborative learning methods that focus on teaching specific phonetic skills necessary for fundamental reading proficiency. Like none other, this product was 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 provides non-readers with the ability to develop decoding and encoding skills of the English language, easily and quickly in a fun manner.
TLP’s comprehensive program focuses on teaching specific phonetic skills necessary for fundamental reading proficiency. The game utilized to support reading proficiency consists of 13 card games and two board games modeled after popular children games like “Go Fish” and “Memory.” The program is designed to teach children key phonics skills in a fun, lightly competitive, socially interactive, and collaborative learning environment. Teaching in all three learning modalities assures that no matter the child’s learning style, they are highly engaged and the results of the program effective.

Category

Education

Population(s) Served

Children Only (5 - 14 years)

Poor/Economically Disadvantaged, Indigent, General

Budget

536,000.00

Charting Impact

Self-reported by organization

Five powerful questions that require reflection about what really matters - results.

  1. What is the organization aiming to accomplish?
    The Literacy Project program goals are is to enable illiterate, second-grade children to catch up to their peers before the crucial third-grade literacy milestone. To prepare children's literacy skills to "ease into" rather than struggle with the Common Core Program Standards. To allow for the opportunity to participate STEM programming.

    Providing early intervention at this crucial juncture is the cornerstone to increasing children's ability to graduate from high school thus producing self-sufficiency as literate adults.

    How we implement Goals and Objectives:

    • To target specific schools within OCDE, LAUSD, LBUSD, CVUSD and the RCOE districts 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 be user-friendly, easily comprehensible and increase the learning experience using proven, scientific methods.

    • To provide Master Teachers as specialized administrators of the reading program.

    • To provide pre- and post-testing to each participant to substantiate the success rate.
  2. What are the organization's key strategies for making this happen?
    Program Strategies:

    TLP brings literacy to their under-served children with low literacy rates, in Title 1, most disadvantaged schools of Orange, Los Angeles and Riverside counties free of charge.

    Students, identified by their classroom teachers as those with the lowest literacy and reading comprehension skills, are referred to the program and placed into a small group of peers reading at similar levels.

    Teaching is administered five days a week, during a six-week program cycle during daytime instruction. We conduct three cycles of teaching each school year (Fall: September – November; Winter: January – March, and Spring: April – June). Each cycle is administered by TLP Master.

    Charting the progress of participating students increase in both academic and attitudinal scores are based upon pre and post-testing of the California Basics Phonics Skills Test (BPST) mode of learning, and the Garfield Reading Attitudinal Scale Study Program's measurable success rate. The assessment starts by pre-testing participants and a control group (considered a non-participant) at the start of each program; TLP uses the state standardized test methods mentioned above for both academic and attitudinal scores.



    TLP collaborates with:

    The Orange County Department of Education (OCDE), The Los Angeles Unified School District (LAUSD), the Long Beach Unified Schools District (LBUSD) and the Riverside County Office of Education (RCOE).

    The Angels Baseball Foundation, Readers in the Outfield Day, which benefits TLP and over 100 of our students from the Anaheim City School District.

    Wienerschnitzel adopted TLP as nonprofit partner of choice and spearheaded a Southern California literacy awareness campaign.

    Financial Strategies: We procure new funding earmarked for a district and target the schools and students that are rated 3-5 in the school district “Performance Improvement Plan" which means they are very low functioning schools.

    Securing new funding also ensures the continued sustainability for schools already in our program by safeguarding funds reserved for those schools. Hence, our high success rate with sustainability; we do not employ taking from one source to pay for a new source.
  3. What are the organization's capabilities for doing this?
    TLP's program has proven to be incredibly efficient, with literacy accomplished in a total of 30 one-hour sessions.

    Students, identified by their classroom teachers as those with the lowest literacy and reading comprehension skills, are referred to the program and placed into a small group of peers reading at similar levels.

    Teaching is administered five days a week, during a six-week program cycle during daytime instruction. We conduct three cycles of teaching each school year (Fall: September – November; Winter: January – March, and Spring: April – June). Each cycle is administered by TLP Master.

    Charting the progress of participating students increase in both academic and attitudinal scores are based upon pre and post-testing of the California Basics Phonics Skills Test (BPST) mode of learning, and the Garfield Reading Attitudinal Scale Study Program's measurable success rate. The assessment starts by pre-testing participants and a control group (considered a non-participant) at the start of each program; TLP uses the state standardized test methods mentioned above for both academic and attitudinal scores.

  4. How will they know if they are making progress?
    Our evaluation process, to determine the progress of participating students increase in both academic and attitudinal scores are based upon pre and post-testing of the California Basics Phonics Skills Test (BPST) mode of learning, and the Garfield Reading Attitudinal Scale Study Program's measurable success rate. The assessment starts by pre-testing participants and a control group (considered a non-participant) at the start of each program; TLP uses the state standardized test methods mentioned above for both academic and attitudinal scores.

    Upon completion of the program, this pre-test data is compared to the post-testing results and statistics are documented, analyzed and evaluated by a third party evaluator (Sharon L. Cordes, Ed.D. Director, Assessment and Evaluation Orange County, California Area Education Management)

    Success of the progress of our programs are assessed against the following ongoing outcomes:

    Our students start with a reading proficiency level 25% below their literate peers.

    a) Phonetic skills increase by 76%. Reading proficiency increases nearly identical to their peers. Some participants outscored the control group as much as 129% and an average of 58% recorded a reading proficiency ABOVE their peer group.

    b) Students improve an average of three-fourths a grade level, equivalent to seven months of classroom instruction.

    c) Participants start TLP program with a reading proficiency level BELOW 25% of their non-participating peers. By program's end, students score an average increase in reading skill level by 62.3- 69.9%.

    d) Approximately 76% of participant's experience "significant measurable growth" in their reading skill levels and 85% display an improvement in their attitude towards reading and school.

    e) Post-program attitudinal surveys show:
    •80+% report reading is more enjoyable
    •80+% feel they have become better readers
    •60+% like school more
    •70+% feel grades improving
    •75+% report reading better makes school more fun

  5. What have and haven't they accomplished so far?
    TLP has bridged the literacy gap for over 4850 at-risk 2nd graders that are functionally illiterate.

    TLP's program has proven to be incredibly efficient, with literacy accomplished in a total of 30 one-hour sessions.

    By program end students score an average raised reading proficiency of 62.3-69.9%. Phonetic skills increase by 76% with overall improvement of 3/4 of a grade level, equivalent to seven months of classroom instruction.

    Anaheim CA was the fifth most illiterate city in the nation. Two years after The Literacy Project was launched in 36 schools in Anaheim the city was raised to the sixth most illiterate city.
Service Areas

Self-reported

California

Currently, we are serving schools in Orange, Los Angeles and Riverside counties.

Social Media

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

External Reviews

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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 Foundation

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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Founder / CEO OCPR

Mrs. Sue Grant

BIO

Sue Grant's background as a philanthropist and educator has been focused on the nonprofit industry for over 27 years. Grant was awarded ""1998 Honorary Service Award"" by the California Congress of Parents, Teachers & Students, Inc. for her literacy work in Orange County elementary schools. Sue has served on the various nonprofit boards over 25 years, which includes 13 years in all capacities as board member of The Sophisticates of ATSC who supports free counseling for at-risk students. Sue graduated Magna Cum Laude from Cal State University, Fullerton (B.S., Human Services and Community Development) and studied her master's degree at CSUF in Counseling & School Psychology. She attended the University of California, Irvine Extension Program in the studies of nonprofit fundraising and public relations. In 2000, Sue founded the first online magazine calendaring system for charity events in Orange Coast magazine, which expanded to 26 cities nationwide, earning her the ""2002 Business Woman of the Year"" by American Women's Business Association. She also educates on topics of event publicity, media relations and nonprofit marketing at CSUF, Volunteer Center OC, and UCI Extension Program. In 2003, Sue was hired by the Regents of the University of California to secure funding for research, development and the pilot program of a proprietary reading program to be used in Title 1 and at-risk schools throughout California. During 2006 to 2008, the program was called The New Phonics Game and it was administered to 40 schools throughout the state. The program proved to show significant growth in reading skills among struggling students. Upon completion of the successful two year pilot program, Sue founded Literacy Project Foundation to provide reading programs, master teachers and administrators at no cost to school districts in need.

STATEMENT FROM THE Founder / CEO OCPR

"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

Mrs. Sue Grant

Founder of TLP and CEO

Term: July 2016 - June 2018

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?