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The Literacy Project Foundation

 124 Tustin Avenue, Suite 103
 Newport Beach, CA 92663
[P] (949) 721-1319
[F] --
literacyproj.org
[email protected]
Kimberly Vig
FOUNDED: 2009
INCORPORATED: 1990
 Printable 1 Page Summary
 Printable Profile
Organization DBA The Literacy Project
Former Names The Literacy Foundation (1998)
Organization received a competitive grant from the community foundation in the past five years No
Employer Identification Number 33-0395322 00000

Summary



 

Mission StatementMORE »

The mission of The Literacy Project (TLP) is to enable at-risk and disadvantaged youth to increase their reading skill levels by eliminating the literacy gap for emerging, under-served, second graders who are functionally illiterate.  To foster the life-long appreciation for reading.

To 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. Giving the ability to participate in science, technology, engineering and math (STEM) programming.

The goals for the children are to become self-sufficient, productive and contributing members of our society. To do this, we:

The goals of The Literacy Project are to enable these children to become self-sufficient, productive and contributing members of our society. To do this, we

  • Target specific markets with low literacy rates, demographically disadvantaged youth in Title 1, “at-risk” and levels 3-5 schools of the Performance Improvement (“PI”).
  • Provide a highly cost-effective, user-friendly and easily comprehensible learning method to students who are significantly below grade reading proficiency.
  • Increase the learning experience using proven, scientific methods.
  • Provide Master Teachers as specialized administrators of the reading program
  • Provide pre- and post-testing to each participant to substantiate the success rate.
  • Increase reading fluency and phonetic skills by an average of half of a grade level over the course of the program.
  • Access and enhance key phonics skills amongst struggling at-risk readers;
  • Promote learning in a fun, social and interactive environment;
  • Align with Common Core theories and practices in a teaching environment;
  • Use proven methods to maximize the learning experience through collaborative learning;
  • Develop increased self-confidence; and
  • Lead to self-sufficiency and economic success.





Mission Statement

The mission of The Literacy Project (TLP) is to enable at-risk and disadvantaged youth to increase their reading skill levels by eliminating the literacy gap for emerging, under-served, second graders who are functionally illiterate.  To foster the life-long appreciation for reading.

To 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. Giving the ability to participate in science, technology, engineering and math (STEM) programming.

The goals for the children are to become self-sufficient, productive and contributing members of our society. To do this, we:

The goals of The Literacy Project are to enable these children to become self-sufficient, productive and contributing members of our society. To do this, we

  • Target specific markets with low literacy rates, demographically disadvantaged youth in Title 1, “at-risk” and levels 3-5 schools of the Performance Improvement (“PI”).
  • Provide a highly cost-effective, user-friendly and easily comprehensible learning method to students who are significantly below grade reading proficiency.
  • Increase the learning experience using proven, scientific methods.
  • Provide Master Teachers as specialized administrators of the reading program
  • Provide pre- and post-testing to each participant to substantiate the success rate.
  • Increase reading fluency and phonetic skills by an average of half of a grade level over the course of the program.
  • Access and enhance key phonics skills amongst struggling at-risk readers;
  • Promote learning in a fun, social and interactive environment;
  • Align with Common Core theories and practices in a teaching environment;
  • Use proven methods to maximize the learning experience through collaborative learning;
  • Develop increased self-confidence; and
  • Lead to self-sufficiency and economic success.






FinancialsMORE »

Fiscal Year 2019
Projected Expenses $306,229.00
Projected Revenue $393,600.00

ProgramsMORE »

  • The Literacy Project Program Featuring The New Phonics Game™

Revenue vs. Expense ($000s)

Expense Breakdown 2017 (%)

Expense Breakdown 2016 (%)

Expense Breakdown 2015 (%)

For more details regarding the organization's financial information, select the financial tab and review available comments.


Overview


Mission Statement

The mission of The Literacy Project (TLP) is to enable at-risk and disadvantaged youth to increase their reading skill levels by eliminating the literacy gap for emerging, under-served, second graders who are functionally illiterate.  To foster the life-long appreciation for reading.

To 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. Giving the ability to participate in science, technology, engineering and math (STEM) programming.

The goals for the children are to become self-sufficient, productive and contributing members of our society. To do this, we:

The goals of The Literacy Project are to enable these children to become self-sufficient, productive and contributing members of our society. To do this, we

  • Target specific markets with low literacy rates, demographically disadvantaged youth in Title 1, “at-risk” and levels 3-5 schools of the Performance Improvement (“PI”).
  • Provide a highly cost-effective, user-friendly and easily comprehensible learning method to students who are significantly below grade reading proficiency.
  • Increase the learning experience using proven, scientific methods.
  • Provide Master Teachers as specialized administrators of the reading program
  • Provide pre- and post-testing to each participant to substantiate the success rate.
  • Increase reading fluency and phonetic skills by an average of half of a grade level over the course of the program.
  • Access and enhance key phonics skills amongst struggling at-risk readers;
  • Promote learning in a fun, social and interactive environment;
  • Align with Common Core theories and practices in a teaching environment;
  • Use proven methods to maximize the learning experience through collaborative learning;
  • Develop increased self-confidence; and
  • Lead to self-sufficiency and economic success.






Background Statement

The Literacy Project (TLP) was founded in 2009 to target underserved, struggling children hindered by illiteracy.  Literacy is accomplished in school environments within a 30-hour reading program "free of cost.”

The Literacy Project provides a comprehensive, evidence-based, program that focuses on academics and attitudinal behaviors in second grade.   To date, academic TLP has helped more than 8,500 struggling readers in Orange, Coachella Valley, Long Beach and Los Angeles school districts gain critical basic phonetic skills and become more self-confident in reading ensuring advancement to third grade with reading level proficiency. 

The Literacy Project is a comprehensive instructional program that improves both academic and attitudinal levels of students performing well below English proficiency standard. The educational segment utilizes The New Phonics Game™, a proprietary reading product which was co-developed by The Regents of the University of California. The 30-hour program is administered by TLP’s Master Teachers who are highly credentialed as reading and language arts specialists. The program is provided at “no cost” to both the school and at-risk students in the second grade. The program teaches the fundamental principles of phonics and literacy in all three learning modalities—auditory, visual and tactile—critical to children with varying learning styles.

The primary advantage of The Literacy Project’s reading program is to focus on helping students augment their classroom instruction by practicing essential reading skills in a unique and stimulating way, thus effectively extending the instructional day to ensure mastery of the English Language.

Data analyzed by OCDE's Data and Evaluation Center proved the program marked, “Upon completion of TLP's 30-hour reading program, approximately 76% of participants experienced a significant measurable growth in their reading skill levels, phonetic skills increase by 76% with an overall improvement of 3/4 of a grade level, which is equivalent to seven months of classroom instruction in only 30-hours.  Studies concluded that participants outscored the control group (non-participant) an average of 78% while some students recorded a reading proficiency of 125% ABOVE their peer group.” 

Attitudinal data consistently demonstrates more than 85% of the participants improved their attitude towards reading aloud, engaged in reading activities and enhanced self-confidence.  


Impact Statement

The Literacy Project provides the critical need of literacy to underserved children as a foundational learning element to progress with their escalating, educational needs.  By giving literacy to children is the keystone to increasing a child's ability to graduate from high school this providing self-sufficiency as a literate adult. 

Needs Statement

Our top need is to bring literacy to all  Title 1 Schools in Orange County.  The third-grade reading achievement gap is a nationally recognized as a grave issue.
  • (45%) of Orange County, third-graders are NOT reading at a proficient level.
  • Anaheim, CA is the 6th most illiterate city in the nation. 
  • Students who do not read proficiently by the 3rd grade are four times more likely to drop out of high school. If they live in poverty, they are 13 times more likely to drop out.
  • Every student who does not complete high school (literacy being the pivotal factor) costs our community an estimated $260,000.
  • 2/3rds of students who cannot read proficiently by the end of third will end up in jail or on welfare and homelessness.  

Our pressing need is funding to catch, as many of the children that are about to fall between the cracks at Title 1 schools that are not equipped with the resources to solve the current crisis of children in need of literacy, BEFORE the critical third-grade milestoneNot being able to read by third grade has been a key determining factor that pinpoints exactly where the spiraling downfall of one’s life began. 


CEO Statement

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 genuinely damage a child's ambition to learn. 

I believe that every single child 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. 


Board Chair Statement

Illiteracy among the children who live in Orange County, one of the most affluent countries in America, is unacceptable. It robs our children of their opportunity to attain the American dream.  It deprives our community of utilizing substantial work for the development of their talent, skills, and contribution to the quality of our lives.  It drains our nation of the full blessings of diversity which has been so vital to our national heritage and success.

The real tragedy is that this impediment is entirely within our power to eradicate. We have the tools and the talent. The only thing we seem to be missing is the community determination to allocate the resources necessary to make it happen.

It can start with your support.  Won’t you help eradicate illiteracy in Orange County with a grant through OCCF?  For every child we help, we help fulfill their confidence and their passion to dream and become a contributing member of our society.  Thank you for considering The Literacy Project.  Together, we can close the literacy gap.


Other Ways to Donate/Volunteer

Various ways to donate:Mail a checkMake a donation onlineBook Bug Club (BBC): Uponcompletion of the program, each student is automatically enrolled in BBC, whichpromotes the joy of reading through books. This volunteer based program requires mentors for each student graduatefor the year following their completion of the program. These mentors encourage the graduates to readand provide book reports all year long. Students receive awards for their reading outside of school and havechances to win special prizes by turning in book reports.The mentor makes regular phonecalls to engage in conversations about the storyline. They are alsoinstrumental in engaging students to understand character development, plots,storylines, and how to apply lessons from the book to everyday life. The mentors coordinate with teachers andparents to help students complete book reports and monitor their progress.Mentors provide donated and newbooks to the graduates from the Molina Foundation, Disneyland Resort, Peanuts,and Harald Herrmann (Yard House Restaurant).

Geographic Area Served

In a specific U.S. city, cities, state(s) and/or region.
Central Orange County
West Orange County
North Orange County

Currently, we are serving schools in Orange County with a focus in Anaheim as it's the 6th most illiterate city in the nation and Santa Ana that has a dire need for literacy.

Organization Categories

  1. Education - Educational Services
  2. Youth Development - Youth Development Programs
  3. -

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Programs


The Literacy Project Program Featuring The New Phonics Game™

The Literacy Project uses their proprietary literacy product, The New Phonics Gamethat 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.


Budget  $261.00
Category  Education, General/Other Literacy
Population Served Children Only (5 - 14 years) At-Risk Populations Minorities
Program Short-Term Success  During the most recent school year, LP served 572 students in sixteen schools throughout the cities of Anaheim, Long Beach and Sana Ana, CA. Data collected during this time frame shows that LP program participants started the program with a reading proficiency level at 79% of their non-participating peers. By the end of LP’s 10-week program, participants demonstrated reading proficiency nearly identical (98%) to their peers. And perhaps even more importantly, nearly half of LP program participants (48%) ended the program with a reading proficiency above their peer group. This success clearly demonstrates that LP’s reading program closes the literacy gap, and significantly improves the reading skill levels of struggling readers.
Program Long-Term Success 

The success of in-school instruction led the Orange County Department of Education (OCDE)’s Evaluation, Assessment, and Data Center (EADC) to write an addendum Executive Data Summary to its previous report stating that TLP’s program impact excelled beyond the previous findings—participating students improved an average of three-fourths a grade level or equivalent to seven months of classroom instruction over the course of TLP’s literacy program.

In addition to measuring changes in literacy skills, TLP’s program evaluation assessment also analyzes changes in students’ attitudes towards reading. Student responses revealed at the end of the program (1) students were more comfortable reading out loud in class and (2) more students reported reading as their favorite subject. 
 
(*Orange County Department of Education, Evaluation, Assessment, and Data Center. Impact of The New Phonics Game!™ Literacy Program on Phonetic Skills. )
Program Success Monitored By 

Success is determined by pre- and post-testing each student using the California Basic Phonics Skills Test (BPST). The BPST is used to quickly assess student knowledge of all phonics skills beginning with consonant sounds normally taught in Kindergarten and ending with polysyllabic word patterns encountered in third and fourth grade. Success rates are documented for each site and for each student participant.

Students also participate in an attitudinal survey before and after the program. Post-program results indicate after completing the program, students have a positive attitude toward learning basic reading skills, gained confidence to read aloud in class, enjoyed reading more, and recognized the correlation between reading and school success.


Examples of Program Success 

LP’s program evaluation assessment also analyzes changes in students’ attitudes towards reading. Using attitudinal data from pre- and post-program surveys, student responses revealed at the end of the program (1) students were more comfortable reading out loud in class and (2) more students reported reading as their favorite subject. In conclusion, over 80% of the graduates enjoyed reading more and felt that they had become better readers.


Management


CEO/Executive Director Mrs. Sue Grant
CEO Term Start Jan 2009
CEO Email [email protected]
CEO Experience

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.

Former CEOs and Terms

Name Start End
-- -- --

Senior Staff

Name Title Experience/Biography
Kimberly Vig Director of Regional Programs and Operations --

Awards

Award Awarding Organization Year
-- -- --

Affiliations

Affiliation Year
-- --

External Assessments and Accreditations

External Assessment or Accreditation Year
-- --

Collaborations

--

Staff Information

Number of Full Time Staff 1
Number of Part Time Staff 1
Number of Volunteers 25
Number of Contract Staff 15
Staff Retention Rate % 96%
Staff Professional Development Yes

Staff Demographics

Ethnicity African American/Black: 0
Asian American/Pacific Islander: 1
Caucasian: 14
Hispanic/Latino: 2
Native American/American Indian: 0
Other: 0
Other (if specified): 0
Gender Female: 15
Male: 3
Not Specified 0

Plans & Policies

Organization has Fundraising Plan? Under Development
Organization has Strategic Plan? Yes
Years Strategic Plan Considers 5
Management Succession Plan Yes
Organization Policies And Procedures Yes
Business Continuity of Operations Plan Yes

Risk Management Provisions

Nondiscrimination Policy Yes
Whistle Blower Policy Yes
Document Destruction Policy Yes
Directors and Officers Insurance Policy Yes

Reporting and Evaluations

Management Reports to Board? Yes
CEO Formal Evaluation and Frequency Yes Bi-Annually
Senior Management Formal Evaluation and Frequency Yes Bi-Annually
Non Management Formal Evaluation and Frequency Yes Bi-Annually

Government Licenses

--

CEO Comments

--

Foundation Comments

--

Governance


Board Chair Mrs Sue K. Grant
Board Chair Company Affiliation The Literacy Project
Board Chair Term Aug 2016 - Aug 2019
Board Co-Chair --
Board Co-Chair Company Affiliation --
Board Co-Chair Term -

Board Members

Name Company Affiliations Status
Dr. Darryl Adams Director / Former Coachella Valley Superintendent Voting
Cindy Culpepper Director / CEO of Wienerschnitzel Voting
Bob DeVan Community Volunteer Voting
Sue K. Grant Chairperson Voting
Dr. Lee Hausner Director / VP First Foundation Voting
Paula Karcher Director / Philanthropist Voting
Dennis Kuhl Director / Chairman of the Los Angeles Anaheim Angels Voting
Jason Mandinach Director / Executive VP PIMCO Voting
Arnie Rubin Director / Recently Retired Chairman of Funrise / Former Chairman of the Toy Industry Association & Toy Industry Foundation Voting
Jim Steele Director Voting
Dan Vaughn Dan Vaughn Law Voting

Constituent Board Members

Name Company Affiliations Status
-- -- --

Youth Board Members

Name Company Affiliations Status
-- -- --

Additional Board Members and Affiliations

Name Company Affiliations Status
Dr. Daniel Aldrich -- NonVoting
Beth Armstrong -- NonVoting
Roger Armstrong -- NonVoting
The Late, Marion Bergeson -- NonVoting
Sharon Cordes -- NonVoting
Dr. Frances Crinella -- NonVoting
Dr. Preston Gelhart -- NonVoting
Dr. William Habermehl -- NonVoting

Board Demographics

Ethnicity African American/Black: 1
Asian American/Pacific Islander: 0
Caucasian: 9
Hispanic/Latino: 1
Native American/American Indian: 0
Other: 0
Other (if specified): 0
Gender Female: 4
Male: 7
Not Specified 0

Board Information

Board Term Lengths --
Board Term Limits --
Board Meeting Attendance % 100%
Written Board Selection Criteria Under Development
Written Conflict Of Interest Policy Under Development
Percentage of Monetary Contributions 100%
Percentage of In-Kind Contributions 50%
Board Orientation Yes

CEO Comments

--

Foundation Comments

--

Standing Committees

  • Advisory Board / Advisory Council
  • Audit, Compliance and Controls
  • Capital Campaign
  • Development / Fund Development / Fund Raising / Grant Writing / Major Gifts
  • Education
  • Volunteer

Financials


Revenue vs. Expense ($000s)

Expense Breakdown 2017 (%)

Expense Breakdown 2016 (%)

Expense Breakdown 2015 (%)

Fiscal Year July 01, 2018 to June 30, 2019
Projected Revenue $393,600.00
Projected Expenses $306,229.00
Form 990s

2017 Form 990

2016 Form 990

2015 Form 990

2014 Form 990

2013 Form 990

Audit Documents

2013 Audited Financials

IRS Letter of Exemption

IRS Letter of Determination

Prior Three Years Total Revenue and Expense Totals

Fiscal Year 2017 2016 2015
Total Revenue $181,637 $315,637 $408,418
Total Expenses $326,448 $379,715 $356,806

Prior Three Years Revenue Sources

Revenue By Revenue Source
Fiscal Year 2017 2016 2015
Foundation and
Corporation Contributions
$137,320 $325,533 $290,826
Government Contributions $0 $0 $0
    Federal -- -- --
    State -- -- --
    Local -- -- --
    Unspecified -- $0 $0
Individual Contributions -- -- --
Indirect Public Support -- $0 $0
Earned Revenue -- $0 $0
Investment Income, Net of Losses -- $0 $0
Membership Dues -- $0 $0
Special Events $44,317 $-9,896 $117,592
Revenue In-Kind -- $62,160 $0
Other -- $63,202 $70,592

Prior Three Years Expense Allocations

Expense By Type
Fiscal Year 2017 2016 2015
Program Expense $276,985 $292,958 $211,556
Administration Expense $39,581 $80,729 $135,704
Fundraising Expense $9,882 $6,028 $9,546
Payments to Affiliates -- $0 $0
Total Revenue/Total Expenses 0.56 0.83 1.14
Program Expense/Total Expenses 85% 77% 59%
Fundraising Expense/Contributed Revenue 5% 2% 2%

Prior Three Years Assets and Liabilities

Assets and Liabilities
Fiscal Year 2017 2016 2015
Total Assets $342,153 $501,760 $552,411
Current Assets $342,153 $438,744 $552,411
Long-Term Liabilities -- $0 $0
Current Liabilities $1,944 $16,740 $3,313
Total Net Assets $340,209 $485,020 $549,098

Short Term Solvency

Fiscal Year 2017 2016 2015
Current Ratio: Current Assets/Current Liabilities 176.00 26.21 166.74

Long Term Solvency

Fiscal Year 2017 2016 2015
Long-term Liabilities/Total Assets 0% 0% 0%
Endowment Value --
Spending Policy Income Only
Percentage(If selected) --
Are you currently in a Capital Campaign? No
Capital Campaign Purpose --
Campaign Goal --
Capital Campaign Dates -
Capital Campaign Raised-to-Date Amount --
Capital Campaign Anticipated in Next 5 Years? No

CEO Comments

--

Foundation Comments

Summary financial data is per the Form 990s and consultation with the organization. Foundation/corporate and individual contributions are combined under Foundation and Corporation Contributions.

Documents


Other Documents

No Other Documents currently available.