2024-02-26T14:10:09-08:00 2023-06-30 260021629 Penny M Fox CPA 15615 Alton Parkway Suite 450 Irvine CA 92618 990 2022-07-01 330395322 THE LITERACY PROJECT LITE 9497211319 525 SUPERIOR AVENUE NEWPORT BEACH CA 92663 SUE GRANT Chairman 9493503017 2024-02-26 true SUE GRANT XXX-XX-XXXX true Penny M Fox P01044761 9492465493 2 AAL1 IAL1 FAL1 2022 2023-04-26 12:10:37Z SUE GRANT 525 SUPERIOR AVENUE NEWPORT BEACH CA 926633630 329159 false X www.literacyprojfoundation.org X 1989 CA THE LITERACY'S PROJECT'S MISSION IS TO ELIMINATE THE LITERACY GAP OF UNDERSERVED SECOND AND THIRD GRADE STUDENTS FROM LOW-INCOME FAMILIES WHO ARE FUNCTIONALLY ILLITERATE. OUR VISION IS TO FOSTER A LIFELONG LOVE OF READING IN EACH STUDENT SINCE READING IS KEY TO LEARNING AND ACHIEVING THE AMERICAN DREAM. 14 14 1 60 0 481937 329159 0 0 0 481937 329159 0 0 4566 10466 0 50864 216281 281435 220847 291901 261090 37258 710926 746899 3686 2401 707240 744498 IN EACH SCHOOL WE PARTNER WITH A GROUP OF SIX STUDENTS ARE TAUGHT TO READ IN 30 LESSONS USING A GAME FORMAT. THE PROGRAM IS ADMIMISTERED BY A MASTER TEACHER WHO FOCUSES ON FIVE ESSENTIAL READING COMPONENTS: PHONEMIC AWARENESS, PHONICS, FLUENCY, VOCABULARY, AND COMPREHENSION. THE GAME FORMAT IS HIGHLY ENGAGING, FUN, AND EFFECTIVE, USING THREE LEARNING MODALITIES - AUDITORY, VISUAL, AND TACTILE. THE CURRICULUM ALIGNS WITH STATE STANDARDS AND BEST PRACTICES IN READING INSTRUCTION TO ACHIEVE STUDENT LITERACY.FOUNDED IN 2009, THE LITERACY PROJECT (TLP) HAS HELPED MORE THAN 10,000 STRUGGLING READERS IMPROVE THEIR PHONETIC SKILLS AND BECOME MORE SELF-CONFIDENT, LEADING TO GRADE-LEVEL READING. THROUGHOUT THE PROGRAM, WE ASSESS STUDENTS TO MONITOR THEIR PROGRESS. IN THE LAST SCHOOL YEAR, 85% OF ALL TLP STUDENTS MET OR EXCEEDED THEIR PRIMARY END-OF-YEAR GROWTH GOAL. DURING THE PAST YEAR, READING PROGRAMS HAVE EXPANDED FROM CALIFORNIA TO UTAH AND ARIZONA. false false 149588 THROUGH PRE- AND POST-TESTING, BOTH ACADEMIC AND ATTITUDINAL, THE LITERACY PROJECT PROGRAM PROVES SIGNIFICANT, MEASURABLE GAINS IN PHONICS, WORD DECODING, WORD IDENTIFICATION, ENGLISH FLUENCY, AND READING, WHICH INCREASES SELF-ESTEEM AND CONFIDENCE IN READING SKILLS. A NATIONALLY ACCLAIMED ASSESSMENT METHOD IS USED FOR THE PRE- AND POST-TESTING OF ATTITUDES.THE ORANGE COUNTY DEPARTMENT OF EDUCATION'S (OCDE), EVALUATION, DATA, AND ASSESSMENT CENTER (EDAC) REVIEWED THE PROGRAM INDEPENDENTLY IN 2012. THE DATA CONCLUDED THAT "TESTED STUDENTS BEGAN THE PROGRAM WITH LOWER READING SKILLS THAN THE COMPARISON GROUP AND TESTED SIGNIFICANTLY HIGHER THAN NON-PARTICIPATING PEERS." iT WAS CONSISTENTLY FOUND THAT PARTICIPATING STUDENTS OUTPERFORMED THEIR NON-PARTICIPATING PEERS, REGARDLESS OF THEIR GRADE, AGE, OR SCHOOL. AS A RESULT, STUDENTS IMPROVED BY THREE-FOURTHS OF A GRADE LEVEL OR SEVEN MONTHS OF CLASSROOM INSTRUCTION.PARTICIPANTS BEGAN THE PROGRAM WITH READING PROFICIENCY LEVELS BELOW 25% OF THEIR NON-PARTICIPATING PEERS. PARTICIPANTS' PHONETIC SKILLS INCREASED BY AN AVERAGE OF 76%, AND THEIR READING PROFICIENCY WAS NEARLY IDENTICAL TO THEIR PEERS, WHICH MEANS TPL'S PROGRAM SUCCEEDED IN "BRIDGING THEIR LITERACY GAP." COMPARED TO THEIR PEERS, THIS IS A SIGNIFICANT IMPROVEMENT. IN SOME CASES, STUDIES SHOW THAT THE PARTICIPANT OUTSCORED THE CONTROL GROUP (NON PARTICIPATING PEERS) BY AS MUCH AS 129%.THE POST PROGRAM ATTITUDINAL SURVEY REVEALED SIGNIFICANT MEASURABLE RESULTS, INCLUDING OVER: 80% REPORTED THAT READING WAS MORE ENJOYABLE 80% FELT THEY HAD BECOME BETTER READERS 60% LIKED SCHOOL MORE 70% FELT THEIR GRADES WERE IMPROVING 75% REPORTED THAT READING BETTER MADE SCHOOL MORE FUN 149588 true true false false false false false false false false true false false false true false false false false false false false false false true false false false false false false false false false false false false false true false false false false false false false false true 13 0 false 1 true false false false false false false false 0 false false false false false false false false false false X 14 14 false false false false false false false true true false false true true true true true true false false false AZ CA UT WA X SUE GRANT 9496894505 525 SUPERIOR AVENUE NEWPORT BEACH CA 92663 X SUE GRANT Chairman 40.00 0.00 X X 0 0 0 SCOTT LOPEZ Vice President 5.00 0.00 X X 0 0 0 PENNY M FOX Treasurer 5.00 0.00 X X 0 0 0 DENNIS KUHL Director 3.00 0.00 X 0 0 0 ARNIE RUBIN Director 15.00 0.00 X 0 0 0 FIONA GRANDI Director 3.00 0.00 X 0 0 0 SINAN KANATSIZ Director 5.00 0.00 X 0 0 0 PAULA KARCHER Director 3.00 0.00 X 0 0 0 JIM STEELE Director 3.00 0.00 X 0 0 0 BILL PASSO Director 3.00 0.00 X 0 0 0 JOE STAPLETON Secretary 5.00 0.00 X X 0 0 0 MICHAEL T TRAVIS Director 3.00 0.00 X 0 0 0 CHRISTOPHER TRELA Director 3.00 0.00 X 0 0 0 VISHAL TUMMALA Director 3.00 0.00 X 0 0 0 0 false false false 0 78298 250861 81469 329159 0 0 0 0 0 0 78298 0 0 0 0 329159 X 0 0 0 0 0 0 9666 9666 0 0 800 800 75000 75000 0 3500 3500 0 0 0 31636 19586 12050 2985 2985 12221 12221 0 0 29376 29376 799 799 0 0 0 0 87 87 819 819 CONTRACTED TEACHERS 38441 38441 REGIONAL DIRECTOR 31077 31077 FUNDRAISING EVENT COSTS 25168 25168 WEBSITE MAINTENANCE 5350 5350 24976 4184 15481 5311 291901 149588 91449 50864 634762 683198 0 0 9882 0 0 0 0 57860 57860 3658 1164 2400 171 2316 2229 0 0 0 0 2448 2448 710926 746899 2588 1000 1098 1401 3686 2401 X 707240 744498 707240 744498 710926 746899 37258 X false false false X 232857 184031 241809 340287 329159 1328143 0 0 0 0 232857 184031 241809 340287 329159 1328143 0 0 1328143 0 0 0 0 232857 184031 241809 340287 329159 1328143 1.00000 0.94440 0.00000 X RESTRICTED RESTRICTED RESTRICTED RESTRICTED RESTRICTED RESTRICTED RESTRICTED RESTRICTED 2400 171 2229 2229 PAYROLL TAXES PAYABLE 1401 1401 X X false AZ CA UT WA 78298 78298 78298 78298 X 1 75000 FAIR MARKET VALUE X SPECIAL EVENT SUPPLIES 1 2969 COST X PROF. SERVICES 2 3500 COST false false false Form 990, Part VI, Section B, Line 11b TAX FILINGS ARE REVIEWED AND DISCUSSED AT QUARTERLY BOARD MEETINGS. Form 990, Part VI, Section B, Line 12c COMPLIANCE WITH THE CONFLICT OF INTEREST POLICIES ARE MONITORED AT QUARTERLYMEETINGS WHERE POLICIES AND PROCEDURES ARE REVIEWED AND DISCUSSED. Form 990, Part VI, Section C, Line 19 DISCLOSURE OF ALL GOVERNING DOCUMENTS, POLICIES, AND FINANCIAL STATEMENTS ARE AVAILABLE UPON REQUEST. FORM 990, PART III, LINE 1 Goals:Target specific markets with low literacy rates, 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 methodIncrease the learning experience using proven, scientific methods;Provide Master Teachers as highly specialized administrators;Provide pre- and post-testing to substantiate the success rate;Ensure literacy for the crucial third-grade literacy milestone; and Foster long-term self-sufficiency and economic success.Programming:The Literacy Project (TLP) offers a comprehensive instructional program that improves both academic and attitudinal levels of students performing far below English proficiency standards. TLP accesses and enhances key phonic skills; promotes learning in a fun, socially interactive and collaborative learning environment. TLPs reading program fosters self-sufficiency and economic success through academic and attitudinal achievement. The academic 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, five days weekly during daytime classroom instruction, is administered by TLPs highly credentialed Master Teachers. The program is provided at no cost to both the school and at-risk students in the second and third grade. The program teaches the fundamental principles of phonics and literacy in all three learning modalitiesauditory, visual and tactilecritical to children with varying learning styles. TLP conducts four teaching cycles each school year, graduating 72 students per school annually. The primary advantage of The Literacy Projects reading program is the 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.