Wright to Read Inc C/O Mendelson & Mendelson CPA'S

“A draft of the 990 is provided to the finance committee for review. The finance committee then presents the 990 to the board for approval before it is filed.”

“The board performs comparisons in salary during the budget process, and an annual performance review is performed.”

“All documents are available upon request.”

“Margaret g. Morrison was hired in june 2015 to succeed leigh nida as executive director, and therefore had no income to report for calendar year 2014.”

“Provide volunteer-based one-on-one sustained literacy tutoring & mentoring relationships to city of alexandria elementary school children in need, and collaborate with families, schools and community partners to create a comprehensive support network that guides each child to success.”

“Wright to reads year-round, out of school time program combines tutoring academic support and assistance and mentoring positive modeling and social guidance. Core components include: 1. Weekly 1-hour tutoring sessions provided by volunteer "tutor/mentors" who work 1:1 with their students (beginning in grades 1-5) for a minimum of one year, most stay with their students for 3 years, and some for longer; 2. Literature-based, individualized tutoring plans, aligned with state standards ; 3. Periodic assessment to measure progress and identify the students areas in need of attention; 4. Free books and other educational materials; 5. Field trips and experiential learning; and 6. Family engagement and parental support. Community partnerships enable wright to read to address needs, fill gaps, and provide financial and in-kind support. In the 2014-2015 academic year (september-june), we recruited, screened, trained, and coached 40 new tutor/mentors and placed them with 40 city of alexandria public school students in grades 1-5, referred for our assistance because they were reading at least one level below grade level. We also served 49 continuing student/volunteer pairs from the prior year. 80% of our students increased a full instructional reading level in 2014- 2015 (a significant increase over 60% improvement rate for the prior year.) last year, 88% of the 89 students served qualified for free/reduced price meals; 93% were students of color (non-white); 52% received english language learning services; and 23% were special education students. Because students entering the program have significant literacy and often other challenges, we train tutor/mentors to "meet the students where they are- and aim to "bring them to where they need to be". Once we identify interests, strengths, and weaknesses, we design and implement a tutoring plan employing multi-sensory and more traditional techniques with specific benchmarks corresponding to state and school standards. We help tutor/mentors choose "just right" books (enjoyable and appropriate in content and reading level). After a student and tutor/mentor work on a book together, the student adds the book to their home library. Access to books is critical in developing of fluent readers, and home libraries benefit everyone in the home. In addition to our winter holiday gathering and end of school year picnic with food, games, and prizes to celebrate the students and volunteers accomplishments and friendships, we also provide "readers take the stage," events during which our students "take the stage" to read aloud to an audience of tutor/mentors, other students and families. Depending upon the child's interests and skills, the child might read from a book or something the child has written, a story or a poem. This activity builds confidence and demonstrates proficiency. Field trips to places like huntley meadows help children learn about the natural world, and outings to museums provide exposure to the washington metropolitan areas rich cultural and historical resources.”