Educational Institutions

W Oscar Neuhaus Memorial Foundation dba Neuhaus Education Center

  • Bellaire, TX
  • www.neuhaus.org

Mission Statement

Neuhaus Education Center is a non-profit dedicated to promoting reading success. We provide evidence-based professional learning to educators, resources and support to parents, and direct services to adult learners.

Main Programs

  1. Professional Learning for Educators
  2. Parent Resource Office
  3. Adult Literacy Classes
Service Areas

Self-reported

National

Our professional learning programs for educators are held in-house (Bellaire, Texas), off-site around the United States, and online. Our adult education classes are held in-house. Our services for parents and families are offered to anyone regardless of location.

ruling year

1980

President &CEO since 2015

Self-reported

Dr. Tracy Weeden

Keywords

Self-reported

dyslexia, teacher development, adult literacy, parent resources, professional development, professional learning, reading

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Also Known As

Neuhaus Education Center

EIN

74-2128239

 Number

6505176759

Physical Address

4433 Bissonnet

Bellaire, TX 77401

Contact

Cause Area (NTEE Code)

Remedial Reading, Reading Encouragement (B92)

Educational Services and Schools - Other (B90)

Adult, Continuing Education (B60)

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

Neuhaus provides evidence-based training, resources, and support to teachers, parents, and adult learners with the overarching goal of improving the literacy achievement of students in general education classrooms as well as those with dyslexia or other reading difficulties. Over the past 35 years, Neuhaus has provided professional development to more than 70,000 teachers and literacy leaders, reaching more than 6 million students. We have also assisted more than 25,000 parents and served approximately 2,000 adult learners.

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

Professional Learning for Educators

Neuhaus Education Center offers professional learning classes to teachers of basic literacy skills of reading, spelling, and writing. Classes, which introduce scientifically based curricula and methods, are available to preschool providers, elementary regular education teachers, elementary and secondary special education teachers, dyslexia therapists, and adult literacy providers. On-going research measures the efficacy of the Center?s methods, curricula, and professional development classes.

Category

Education

Population(s) Served

Adults

Children and Youth (infants - 19 years.)

Budget

Program 2

Parent Resource Office

Parents and professionals receive information about reading instruction, dyslexia, and advocacy from personal consultations, two parent seminar series, monthly information presentations, and our free lending library.

Category

Education

Population(s) Served

Adults

Children and Youth (infants - 19 years.)

Budget

Program 3

Adult Literacy Classes

Reading and spelling adult basic education classes.

Category

Education

Population(s) Served

Adults

Children and Youth (infants - 19 years.)

Budget

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?
    Neuhaus Education Center is widely known throughout the Houston area as the place to go for educators and parents who want to help children achieve success in reading as well as for adult learners who want to become better readers. Founded in 1980 as a small center devoted to professional development for educators, our programs have expanded and diversified over time to meet the community's growing and changing needs. Today, Neuhaus offers an array of outstanding evidence-based programs and resources that reached thousands of teachers and more than 4,000 parents last year. Our primary goal is to develop successful readers by teaching reading right the first time.

    Goal: To assists schools in developing a comprehensive literacy plan that includes a common language and shared vision for high-quality instruction through instructional improvement at every level, from campus administrators to classroom teachers. This implementation support is done through classroom observations and debriefings.

    Objective: The purpose of Implementation Observation and Debriefing is to determine the extent to which new learning resulting from Neuhaus professional development is being applied in actual practice and to determine the additional support needed to implement new learning. Following classroom observation, facilitators and administrators will aggregate and share the data collected. The day concludes with all observed teachers and administrators coming together for an interactive group debriefing of conversation, questions and answers. Through the collective expertise, the school community is able to articulate accomplishments and needs, and plan next steps.
  2. What are the organization's key strategies for making this happen?
    Programs and Resources for Educators and Education Leaders
    Based on research and what our expert staff have learned through decades of experience, we believe that knowledgeable and skilled teachers are the #1 way to prevent and address reading problems in children. Accordingly, Neuhaus has devoted the past three decades to researching and developing comprehensive literacy solutions to promote reading success. We help educators and education leaders acquire the knowledge and skills they need to teach all students to read. Examples of our major programs for educators include the following: Professional Learning, Coaching, District Engagements, and Professional Learning Communities.


    Programs and Resources for Parents
    Since the very beginning, parents whose children were struggling to learn to read have turned to Neuhaus for information and guidance, and our Family Support Office has expanded over time to meet their needs. We provide a variety of resources on our website for parents, including an FAQ document on dyslexia and learning differences, suggested readings, and links to supplemental information. We also offer parent seminars, panel discussions, and information sessions on an ongoing basis, where our experts provide in-depth information and strategies that parents can use to help their children become successful readers. Last but not least, our Family Support Coordinators respond to calls and emails for information from parents and caregivers.

    Programs and Resources for Adult Learners
    Adult learners who are struggling with reading and literacy also turn to Neuhaus for help. In fact, we are the only program in Houston that uses certified academic language therapists to teach adult literacy classes. Learners – who include non-readers as well as college graduates, and who range in age from 18 to 80 – attend classes two nights per week throughout the school year. In addition, our Neuhaus Academy offers web-based reading lessons for adolescent and adult learners, teaching enrollees clues for reading unfamiliar words and understanding word meanings.
  3. What are the organization's capabilities for doing this?
    Neuhaus is led by President and CEO Tracy Weeden, who joined the organization in July 2015. Previously, she served as Executive Director of Academic Planning for Houghton Mifflin Harcourt Intervention Services Group and, before that, as Assistant Superintendent for Curriculum, Instruction, and Assessment for Houston ISD. Dr. Weeden leads a highly skilled and dedicated staff of 92 full-time and part-time employees, including reading and dyslexia specialists with master's and doctoral degrees.
    The Neuhaus Board of Trustees is deeply dedicated to the organization's mission and success. The organization also benefits from the experience, talents, and commitment of our Advisory Board and Alumni Council.
  4. How will they know if they are making progress?
    The Neuhaus project has developed a comprehensive model for evaluating services and the success of the program in making progress toward achieving objectives. Both formative and summative evaluations follow the 5-Step Evaluation Plan. Neuhaus activities are presented in workshop, group, or individual settings. The evaluation process will undergo continuous
    monitoring as activities undergo evaluation year-round. Formative evaluation requires methods to document data that will determine how well objectives are being met. Neuhaus formative evaluation methodologies provide feedback to make needed changes and modifications in services in determining if current practices are successful or need to be improved.

    The 5-step Evaluation Plan indicates there is a continual process for each step of evaluating the effectiveness of activities. In Step 1, activities are an outgrowth of objectives, which are, in turn, an outgrowth of the purposes of Neuhaus and the needs of the participants. Objectives specify accomplishments that participants and the program must achieve to indicate it has been effective and successful in providing services. Step 2 represents the pre-evaluation or assessment of knowledge and skills the participants have when they enter. This step enables Neuhaus staff to determine prior background knowledge and/or skills. Step 3 is an outgrowth of the stated objectives and the learning needs of the participants. It includes the procedures necessary to fulfill the activity that has been planned and are modified as necessary. Step 4 is an evaluation and a continuous process carried on throughout the entire program. Based on the results of the evaluation, feedback is provided about other elements that may influence modifications in other components. Analysis done in the fourth step will lead to Step 5, a revision if necessary.

    All activities are assessed using this model, and assessment occurs in various modalities, both formally and informally. Staff discussions at meetings and written reports are both used to complete activity assessments. In addition, program activities are evaluated utilizing event or program assessment survey results from the perspective of the participants and NFP staff to determine satisfaction and effectiveness. This information is used to evaluate participant achievement and participation, diagnose academic and other problems, determine the efficiency and effectiveness of procedures and activities, and guide in developing new services and activities or modifying existing ones to improve program effectiveness. Data for the formative evaluation is gathered on a continual basis and entered into the Neuhaus management information system regularly. Appropriate staff assignments and steps are taken to make necessary changes.
  5. What have and haven't they accomplished so far?
    Neuhaus is committed to evaluating the efficacy of our programs so that we can validate what is working and make continuous improvements over time. We evaluate our programs through research studies, surveys, and focus groups. After each course is completed, for example, we conduct surveys to assess participants' comprehension. We also conduct research to keep expanding the existing knowledge and research base in the field of reading. In 2015, for example, we released the findings from an independent external evaluation of Teachers Make the Difference: Pre-Kindergarten, a literacy program implemented in 185 classrooms in 52 Houston ISD schools. The evaluation confirmed the program's effectiveness, showing that teachers who received professional development and coaching from Neuhaus showed significantly better understanding of key concepts compared to teachers in the comparison group. Furthermore, their students made significant gains in all areas of literacy (e.g., knowledge of letters, rhyming, and receptive vocabulary). These results affirmed that Neuhaus's Teachers Make the Difference: Pre-Kindergarten is a replicable model that other schools can adopt to provide pre-kindergarten teachers with effective professional development, on-site coaching, and formative assessment.
Service Areas

Self-reported

National

Our professional learning programs for educators are held in-house (Bellaire, Texas), off-site around the United States, and online. Our adult education classes are held in-house. Our services for parents and families are offered to anyone regardless of location.

Social Media

Funding Needs

To help all children become successful readers and avoid frustration and disengagement, it is crucial for all teachers (not just reading specialists) to know how to teach reading using evidence-based strategies – and also know how to detect dyslexia and other literacy-related disorders early so that struggling readers can get specialized help. Unfortunately, teacher training programs typically do not focus much (if at all) on scientifically based reading instruction. As a result, erroneous beliefs and perceptions about reading difficulties (and about literacy acquisition) remain widespread. A recent study by Washburn, Joshi, and Binks-Cantrell, for example, found that many preservice teachers mistakenly think that dyslexia is a result of poor visual perception; that it affects boys more than girls; and that it can be “cured." Furthermore, a recent survey conducted by the Emily Hall Tremaine Foundation found that: -80 percent of parents and teachers and 58 percent of school administrators incorrectly believed that reading difficulties and learning disabilities are linked to IQ; -55 percent of parents and 40 percent of teachers mistakenly believed that reading difficulties and other learning disabilities are a result of children's home environment; -Half of the parents and teachers surveyed believed that children's reading difficulties and learning disabilities are due to “laziness;" -More than 80 percent of educators reported feeling confident about teaching children who struggle with reading or learning difficulties, despite the fact that they lack knowledge about causes and effective remediation strategies. As a result of the inadequate attention to reading instruction during teacher training, most preservice teachers also lack in-depth knowledge of how to teach explicit reading strategies or to help students who are struggling to learn how to read. This occurs despite the fact that research clearly shows that all children need effective reading instruction in order to become successful readers, and that early intervention is extremely important to address reading difficulties effectively. For children who do not learn how to read proficiently by the third grade, the consequences are devastating. A longitudinal study conducted by the National Institute of Child Health and Human Development (NICHD) found that 74 percent of children who were identified as reading disabled in the third grade and received no reading remediation remained “disabled" in the ninth grade, thus making it extremely difficult for them to achieve their academic and career potential. For all of these reasons, it is tremendously important for educators and parents to receive the training and information needed to ensure that all children receive high-quality teaching and support so that they can become successful readers and that dyslexia and other reading difficulties are identified and remediated early. This is why Neuhaus exists.

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Financials

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

The W Oscar Neuhaus Memorial Foundation
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.

W Oscar Neuhaus Memorial Foundation dba Neuhaus Education Center

Leadership

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  • Forms 990 for 2015, 2014 and 2013
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President &CEO

Dr. Tracy Weeden

BIO

Dr. Tracy Weeden is a seasoned and passionate leader dedicated to advancing literacy and academic excellence for children and adults. With an educational doctorate, Dr. Weeden has spent her career creating and building innovative programs, systems, and teams focused on providing enhanced learning opportunities and exceptional outcomes for students.

Dr. Weeden started her career as an English teacher and is a true visionary when it comes to improving the world through education. Her innovative style of leadership, combined with her compassionate and engaging nature, enables her to successfully manage change and growth across a diverse constituent base including Boards of Trustees, donors, staff, parents, teachers, educational partners, and students.

In her current role as President and CEO of Neuhaus Education Center, she provides leadership and support in the areas of financial management, recruitment and development of staff, fundraising initiatives, initiating and furthering relationships with Neuhaus' partners, and guidance of professional and public relations. Dr. Weeden's innovative thinking is furthering Neuhaus' mission to promote reading success by providing evidence-based professional learning to educators, information and resources to families, and direct services to adult learners.

Prior to Neuhaus, Dr. Weeden was the Executive Director of Academic Planning with Houghton Mifflin Harcourt Intervention Services Group (a division acquired from Scholastic Achievement Partners). In this capacity, Dr. Weeden provided executive consulting nationally on the development of systems that helped school districts improve student achievement and address barriers to rigorous, relevant learning. Prior to Scholastic Achievement Partners, she spent nearly six years as the Assistant Superintendent for Curriculum, Instruction and Assessment for the Houston Independent School District. Dr. Weeden was also involved in strategic planning at a national and international level on key grant initiatives, including an I-3 grant that was funded in partnership with the National Science Resource Council with Smithsonian, and developed television programming including a live elementary math show and a talk show to highlight curriculum initiatives. She also served as an assistant principal for curriculum and instruction, an educational consultant, and a director of academic planning.

Dr. Weeden has presented nationally on educational topics such as Literacy – A National Crisis, The Land of Not Enough, and Initiative Overload. Her keynotes include presentations for the Center for Excellence in Educational Leadership, Scholastic National Literacy Conference, Colorado Association of School Executives, and Texas Council of Women School Executives.

Dr. Weeden served on the Board of Directors for the John P. McGovern Museum of Health & Medical Science and as a Council Member for the Urban Literacy Leadership Council. A graduate from the University of Detro

Governance

BOARD CHAIR

Ms. Adrienne Randall Bond

Neuhaus

Term: Sept 2016 - Aug 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?