New Haven Reads Community Book Bank Inc
45 Bristol St
New Haven CT 06511
Contact Information
Address 45 Bristol St
New Haven, CT 06511-
Telephone (203) 752-1923 x
Fax 203-752-1923
E-mail information@newhavenreads.org
Mission

 New Haven Reads, founded to “share the joy and power of reading,” increases the literacy skills of children to empower their academic success by providing individually tailored one-on-one after-school tutoring, educational family support, and a community book bank, all at no cost to participants.

At A Glance
Year of Incorporation 2006
Organization's type of tax exempt status Public Charity Type I Supporting Organization
Organization received a competitive grant from the community foundation in the past five years Yes
Leadership
CEO/Executive Director Ms. Kirsten Levinsohn
Board Chair Ms. Lisa Gray
Board Chair Company Affiliation Gray Organschi Architecture
Financial Summary
 
Projected Revenue $498,585.00
Projected Expenses $498,486.00
Statements
Mission

 New Haven Reads, founded to “share the joy and power of reading,” increases the literacy skills of children to empower their academic success by providing individually tailored one-on-one after-school tutoring, educational family support, and a community book bank, all at no cost to participants.

Background

Christine Alexander, a local champion of literacy, founded New Haven Reads in 2001 as a free community book bank. In 2002, a mother who was home-schooling her children asked Chris for help teaching her family to read. Chris took on the challenge, drawing in volunteers from the community and starting the New Haven Reads tutoring program. Over time, Chris’ energy and vision and the success of the program attracted an increasing number of volunteers, partners and students.

Chris passed away in 2011, yet her legacy lives on as New Haven Reads now tutors over 500 students every week across three sites located in New Haven. Students come from all over Greater New Haven and the majority (79%) are from low-income households. The community book bank remains a key element of our program and over 135,000 children’s and adult books were distributed back out into the community in 2013.

Our approach is to bring high-quality, research-based programs to our students and their families. Our programs have grown to include a pre-k and kindergarten program for our youngest students and an SAT prep class to support our older students’ dreams of college. We see the importance of strong mentoring relationships between tutor and student. Our focus is not only on the student but also his or her family and we provide parent/child workshops. Thanks to our dedicated staff and corps of volunteers, New Haven Reads’ one-on-one literacy program is a viable, free solution to give students the tools they need to be successful in school and in life.

Impact

Top accomplishments from the last year

  • Tutored over 500 students each week, grades 1 through 12 with our research-based, one-on-one tutoring program
  • Reached 431 students during our summer session through one-on-one tutoring and Summer Literacy Camp.
  • Results of our CORE testing (Consortium on Reading Excellence) showed that 97% of all NHR students tested raised his or her literacy test scores between Fall 2013 and Spring 2014. (We tested all first, second and third graders.) With these scores, we were able to make  individualized adjustments to each child's tutoring program as a result.
  • Our Education Director and Parent Liaison attended 24 Planning and Placement Team Meetings (PPTs) at area schools with New Haven Reads parents and their child's teacher. Through these meetings and individual meetings with parents, our Education Director is able to help the parents navigate the school system and can act as an advocate for the child.

 Top Goals for the current year

  • To solidify our organizational infrastructure including our data management
  • To continue to develop relationships with local schools, especially those that dismiss early enough for their students to attend our 3:00 tutoring time, e.g.Wexler-Grant, Lincoln-Bassett, and Celantano School
  • To deliver another fantastic academic year of one-on-one tutoring, pre-k and kindergarten, and SAT classes and continue to assess student growth
  • To augment our school field trip program and build relationships with more organizations that need gently used books
  • To prepare for opening a potential fourth tutoring site
Needs

Connecticut has the nation’s largest achievement gap between low-income students and their more affluent peers. Almost a third of New Haven children live in poverty. Only 28% of New Haven third graders read at or above goal (grade level) according to 2013 CMT standardized test scores. Of the students at New Haven Reads, 79% come from households with low, very low, or extremely low incomes. These are the students who are most at risk of under-performing academically.

In this context, New Haven Reads focuses on:

  • Bringing more students from our waiting list into our programs. Although we have increased the number served by 37% since 2009, our waiting list consistently hovers at 100 or more students. We seek to open a fourth site ($90,000/annually).
  • Attracting more volunteers. We would be unable to reach so many students without our dedicated corps of volunteer tutors.
  • Increasing diverse funding streams in order to ensure adequate, recurring revenue over the long term which will support us as we plan for future organizational growth and improvements.
  • Strengthening our infrastructure and allow us to develop further efficiencies and to be more effective in how our programs are delivered.
CEO Statement
New Haven Reads provides a vital service to the Greater New Haven community. Standardized test scores show large percentages of children struggling with reading; in third grade, over 70% were reading below grade level in 2013. Adult illiteracy is also high. New Haven Reads is committed to addressing this issue with our one-on-one after-school tutoring program. Our program succeeds in large part due to three reasons:

 

  1. Our program is based on research and best practices. We have worked closely with local literacy consultant, Literacy How, both to help assess and improve our program and also to train our tutors.

  2. Each child works one-on-one with a dedicated tutor. Each child is tested when they first come to our program so that the student can work at his or her level and then, with the help of a dedicated tutor, move through the program at the pace that is best for the student. Moreover, in many cases, a real bond forms between the student and the tutor. This can have a transformative effect on the child’s development, both academically and emotionally.

  3. Parent engagement is a key feature to our success. Because parents have to drop off and pick up their students, it allows ample opportunity for our Site Directors and often, the child’s tutor, to get to know the parents. Information can be shared on both sides. Parents may come to us with problems from school or our Education Director may want to address a concern on our end. In some cases, our Education Director will attend parent/teacher meetings at school at the request of the parent. In this way, our Education Director can help the parents navigate the school system and can help facilitate communication and shared goals. Because we have developed a relationship with the parents, there is trust and understanding that enhances all of our efforts at working towards academic success for the child.

 

 Together, we are building a community of readers in New Haven.

Board Chair Statement

It is a huge honor for me to serve as the Board Chair at New Haven Reads, a vibrant institution within our city that has a reach and an impact that far exceeds our size. Our mission is to share the power and joy of reading, a commitment we enact through our one-on-one tutoring of New Haven-area schoolchildren at three sites. New Haven Reads has developed an inventive model for building literacy within underserved neighborhoods and populations: pairing local volunteers with children in a calm, focused, and nurturing environment, surrounded by books. The children tutored at New Haven Reads make demonstrable improvements in their literacy; less quantifiable, but equally important, is the mentoring that takes place as these one-on-one relationships develop, weekly, over the course of the year. The buzz of learning and the building of self-esteem, as children realize that yes, they can read, they can complete that homework assignments, under the guidance of our tutors and our skilled staff, is palpable each day at New Haven Reads.

We have had so many successes. We have grown in a few short years from a community book bank, started by our visionary founder, Chris Alexander, into an institution serving over 500 students each week, thanks to the efforts of 400 trained volunteers. However, we have so much more to do. The need is so great. One third of our city’s children live in poverty; two thirds of our children read below grade level. In our strategic plan, we identified two issues as paramount: that our waiting list is consistently over 100 children and that our staff is delivering services at the lowest end of the non-profit salary scale, without benefits. We must strengthen our workplace in order to retain qualified people over the long-term and we must address the needs of the many children who we cannot currently serve, due to space and budgetary limitations.

We are extremely mindful, as a Board, of the importance of sustainable growth and of reinforcing the gains we have made, so as not to jeopardize the essential work we are already doing. I am constantly amazed how New Haven Reads achieves so much on such a small budget. We are committed to maintaining the concentration of our funds towards our program and ensuring that we stretch every dollar and every inch of space to serve our students and their families.

New Haven Reads contributes on so many levels to our city. As an architect, I sometimes think in physical terms. To me, New Haven Reads is the application of force where it is most needed: at the point of contact between one child and one caring adult, over time, to build a love of reading. Most fundamentally, we are improving the lives of the children we serve. But we are also improving the lives of those who donate their time to work with those children. We are teaching college students that the world is larger than their campuses and that their work can change lives. We are connecting retirees, who have so much to offer, with youngsters who benefit from their wisdom and care. Our work occurs one hour, one tutoring pair, at a time, but the accumulation of that work is the stuff of magic, as we see kids grow in literacy, as well as in determination and awareness that school matters, college is possible, and reading is wonderful.

Service Categories
Primary Organization Category Education / Educational Services
Areas Served
Bethany
Branford
Cheshire
Derby
East Haven
Hamden
Milford
New Haven
North Branford
North Haven
Orange
West Haven
Woodbridge
Other
We primarily serve these areas but are open to anyone who is able to come to our locations for tutoring or to get free books. 
Programs
Description

We offer free one-on-one tutoring to over 500 students each week in grades 1 through 12 to address the dire need for improved reading skills. Our model is straightforward and effective: every student receives at least one hour of one-on-one instruction each week with a dedicated tutor. The program content and volunteer tutors are chosen and monitored by our team, which includes staff members who are certified teachers.

Studies have shown that children who struggle with reading often have not mastered phonics, which is why our tutoring program is rich with phonics.

We utilize the Consortium on Reading Excellence (CORE) composite test for all first, second and third grade students to asses each child's reading in the fall and in the spring. This CORE testing gives us individualized data we need to analyze our program and to customize the tutoring session for each student. In 2013-14 academic year, 97% of all students tested increased their raw score in the CORE test.  84% of all parents who answered a survey said that they have observed improvements in their child's reading and 90% of students say they are a better reader because of New Haven Reads.
Population Served K-12 (5-19 years) / Poor,Economically Disadvantaged,Indigent / At-Risk Populations
Program is linked to organization’s mission and strategy Yes
Short Term SuccessHelpOrganizations describe near term achievement(s) or improvement(s) that will result from this program. This may represent immediate outcomes occurring as a result of the end of a session or service.

Our students increase their literacy skills, improve their coping strategies with their academic challenges, have more books at home, and feel more confident in their abilities as students. Mentoring relationships develop between our students and their tutors that will provide additional encouragement and support. Our Parent Liaison helps parents navigate the school system to locate resources and support for their children.

Long Term SuccessHelpOrganizations describe the ultimate change(s) that will result from this program. This may be far into the future and represent an ideal state.

Our goal is to help our students read at grade level and become confident in their ability to succeed academically. Our students face serious challenges, including low family literacy, language barriers, and lack of resources to provide academic enrichment opportunities. In addressing these needs to assist students, we believe in working with them as early as pre-kindergarten and supporting them throughout their elementary, middle, and high school careers. We also provide free books to our students to increase their home libraries. According to a meta-analysis by Learning Point Associates, giving children access to print material not only improves their reading performance, but also is instrumental in helping children learn the basics of reading, causes them to read more and for greater lengths of time, and produces improved attitudes towards reading and learning. Ultimately, we are striving to share the joy and power of reading with our students and their families.

Program Success Monitored ByHelpOrganizations describe the tools used to measure or track program impact.

Our program-wide tools allow us to monitor each child’s progress individually and the effectiveness of the program as a whole. These tools include pre and post tests in literacy workbooks as well as measurements via a scientifically proven phonics software called Lexia. Additionally,we administer the Consortium on Reading Excellence (CORE) composite test to all first, second, and third grade students in the one-on-one tutoring program.We also request copies of report cards in order to track grade changes and monitor success and areas where students need to improve. Working individually with students allows tutors and staff to recommend additional activities and support geared towards helping the student succeed. Our Parent Liaison tracks parent/teacher meetings and conducts parent surveys.

Examples of Program SuccessHelpOrganization's site specific examples of changes in clients' behaviors or testimonies of client's changes to demonstrate program success.

New Haven Reads has been privileged to be an important part of many students’ successes. Jayden (2nd grade) had trouble reading and couldn’t decode simple three-letter words. We paired her with a tutor and together they worked hard. Six months later, Jayden had an incredible victory: She read a book by herself. Suddenly aware of what she had done, Jayden ran to the waiting room and read “The Cat in the Hat” aloud to her grandmother. Her grandmother beamed, and so did Jayden. It was a magical moment! 

When parents share improved report cards with us, their joy cannot be quantified. Parents therefore become our best advertising and are the reason that we have such an extensive waiting list.

In 2012-13, 100% of the students tested with our CORE test increased their literacy scores. The testing allowed us to identify specific areas of weakness and some students are now taking a weekly intensive small-group class with a reading specialist in addition to their tutoring to hone in on areas with which they need the most help.

Description

We offer free children's and adult books to the community through our book bank. Our Bristol Street location in New Haven has a front “bookstore” area for patrons. We pack boxes of books for over 60 area organizations, including Chapel Haven, Yale-New Haven Hospital, schools, shelters, senior centers and other community organizations. All our books are donated. 

We also provided over 100 field trips for local elementary schools this past year.  Students get to hear some good stories as well as pick out five books of their own choice to take home and keep.

Research has shown that regular access to books has a direct impact on children's reading ability, irrespective of parents’ education, occupation and social class.

A significant 2010 study, led by the University of Nevada examined the importance of books in the home across 27 countries and all income levels. According to researchers, the presence of literature in the home had a profound effect on all families, irrespective of parental occupation or social class and impacts the number of years a student remains in school. Our goal is to enable students to have a considerable home library irrespective of family income.

Population Served Children and Youth (0 - 19 years) / Children Only (5 - 14 years) / Adults
Program is linked to organization’s mission and strategy Yes
Short Term SuccessHelpOrganizations describe near term achievement(s) or improvement(s) that will result from this program. This may represent immediate outcomes occurring as a result of the end of a session or service.
  • Our students who are tutored will have more books in their homes as they receive books in the tutoring program and can take books from the book bank every time they come to New Haven Reads.
  • Parents have an opportunity to select books for themselves as they wait for their children who are being tutored.
  • We run workshops to help parents understand how they can read more with their children at home.
  • It improves access to free books to those in the community who may not be able to afford them.
Long Term SuccessHelpOrganizations describe the ultimate change(s) that will result from this program. This may be far into the future and represent an ideal state. This program contributes to increased literacy in our community and gives members of the community, particularly children, the opportunity to own books. Research has shown that when there are more books in the home, educational testing scores are higher. By providing free books, New Haven Reads helps address a literacy gap in homes.
Program Success Monitored ByHelpOrganizations describe the tools used to measure or track program impact.

As a result of a 2010 meta-analysis performed by Learning Point Associates, it was found that the effect of providing access to print materials to children not only increased their reading skills, but it also helped improve focus, self-confidence, and an overall positive attitude towards learning. New Haven Reads offers free books so that the literacy work we perform at our organization through tutoring can be continued at home. Our goal is to give away an average of 100,000 books to the community per year. This includes giving free books to all of the students in our after-school tutoring program. We have a system of tracking book donations and book distribution, which includes book donor information and information about teachers who take books.

Examples of Program SuccessHelpOrganization's site specific examples of changes in clients' behaviors or testimonies of client's changes to demonstrate program success.

 

  • An average of 100,000 free books annually provided to the greater New Haven area
  • In 2012-13, we had over 100 school classes come to the New Haven Reads Book Bank as part of a class field trip. Each student gets to take five books home for free to keep as part of the field trip. For some of the students, these are the first books they have ever owned.

 

Description

We provide a high quality reading readiness program for children aged four to six. Our program targets children who are already demonstrating gaps in skills important to school success. Many low-income families do not have access to quality preschool, resulting in a need for “catch-up” during kindergarten and beyond. 

Students attend an hour-long class twice a week with an experienced and credentialed teacher. Instructional time focuses on core academic and social concepts, including phonemic awareness, alphabetic knowledge and sight word recognition. Students are assessed three times a year to monitor growth and to modify the curriculum as needed. We provide a Summer Literacy Camp to help prevent "summer learning loss" (the loss of academic skills over the summer vacation), which makes the transition to the next grade more successful. Last year's assessment results showed that on average, pre-k students improved 32% and kindergarteners improved 46% from the fall to the spring.
Population Served Children Only (5 - 14 years) / At-Risk Populations /
Program is linked to organization’s mission and strategy Yes
Short Term SuccessHelpOrganizations describe near term achievement(s) or improvement(s) that will result from this program. This may represent immediate outcomes occurring as a result of the end of a session or service.

The children who participate in the program are stronger kindergarteners and will enter first grade developmentally on track. Parents gain insights that will help them to understand their child’s developmental needs. In this way, this program increases parents' knowledge of the important milestones their children must meet to enter school success-ready. Parents and children are encouraged to take books home and read together, which will further advance student literacy. The Summer Literacy Camp helps prepare students for one of their most formative years in school while preventing "summer learning loss" that occurs when students lack learning opportunities over the school break.

Long Term SuccessHelpOrganizations describe the ultimate change(s) that will result from this program. This may be far into the future and represent an ideal state.

The Pre-K and Kindergarten Program creates opportunities for children from low-income families to access early literacy education. It provides a safe haven for children to learn under the supervision and direction of experienced teachers who are highly skilled and knowledgeable. In more qualitative terms, children lacking in social skills can develop them throughout their experience in the program. Parents are encouraged to attend classes with their children in order to see reading lessons modeled that they can use at home.

Program Success Monitored ByHelpOrganizations describe the tools used to measure or track program impact.

Students are tested three times a year. As a result of their participation in the program, students will show improvement in the key indicators of Kindergarten curriculum mastery (e.g. letter recognition, phoneme recognition, sight-word recognition). Each participant is evaluated three times (in the fall, winter, and spring). Additionally, parents complete satisfaction surveys to provide their feedback on the program.

Examples of Program SuccessHelpOrganization's site specific examples of changes in clients' behaviors or testimonies of client's changes to demonstrate program success.

Parents and students consistently tell us of the positive experience they have at New Haven Reads. The individualized attention each student receives, combined with the strong literacy program and relaxed atmosphere, contribute substantially to the students’ confidence and motivation. In our latest testing (comparisons between scores in September 2012 and May 2013), Kindergarten students improved their scores by an average of 46%. We saw higher scores from our Kindergarten students who had completed our pre-kindergarten program.

We have been astounded by the community response to our program. We do not advertise and our clients all come to us by word of mouth. Nonetheless, we always have a big waiting list even though we keep increasing our program capacity. As most of the children who attend our Kindergarten program continue with us in our regular one-on-one tutoring program in first grade, we are confident that our families are happy with our services.
Description

New Haven Reads offers three, six-week sessions of  SAT prep classes each year. The goal of each class is to enrich vocabulary, improve reading comprehension, review and build mathematics skills, and learn to write a successful essay. This class, like everything at NHR, is free.

Students are provided with an SAT book, a notebook, and a basic calculator. The class is limited to 12 students to allow for individualized attention. The classes are taught by experienced SAT tutors.

Three times during the year, workshops are provided for parents and high school students to help with the college application process. These are popular and well attended.
Population Served Children and Youth (0 - 19 years) / Poor,Economically Disadvantaged,Indigent /
Program is linked to organization’s mission and strategy Yes
Short Term SuccessHelpOrganizations describe near term achievement(s) or improvement(s) that will result from this program. This may represent immediate outcomes occurring as a result of the end of a session or service.

The students who participate in this program increase their knowledge and understanding about what is required for the test and will have increased scores as a result of their participation in this class. Due to the nature of the prep class, these students learn in a supportive environment, providing them with increased confidence about their own abilities and improved understanding about what is required of them on the SAT test. This is also an opportunity for them to learn to be accountable to themselves and stay on top of their attendance so they have a sense of achievement at the end of the class. The students understand that higher scores will create further educational options for them.

Long Term SuccessHelpOrganizations describe the ultimate change(s) that will result from this program. This may be far into the future and represent an ideal state.

Our SAT prep class brings the possibility of college a step closer for our students. By increasing their SAT scores, our students create more options for themselves in relation to college and educational choices. Many will be the first in their families to attend college and this further education will help these students to attain higher paying jobs and more opportunities for themselves and their families in the future. These classes help to "level the playing field" for these students who do not have the resources to pay for this kind of support.

Program Success Monitored ByHelpOrganizations describe the tools used to measure or track program impact.
  • Attendance records
  • Student satisfaction surveys
  • SAT Practice Test scores
Examples of Program SuccessHelpOrganization's site specific examples of changes in clients' behaviors or testimonies of client's changes to demonstrate program success. We ask our students to fill in an evaluation at the end of the session. One of our students, Luis O., wrote:

"The SAT-Prep class helped me a lot to get ready for the real SAT. Mr. Neuman showed me how to use time wisely, concentrate, and gave me some test-taking strategies. Every time in class, we did some math problems, read small articles, and answered multiple choice questions. This past November, when I took the SAT, I put a lot of effort into the math, reading and writing. I was confident in myself; I found it easy because some of it was review from the SAT prep class. I had good SAT scores, by which I was very surprised, and I got accepted into one of the colleges of my choice. I recommend a lot of students take this class because it's helpful and gets students ready to take the SAT's."

Luis's scores increased from 900 to 1400 composite on the SAT test, and he recently found out he got into Wesleyan!
Program Comments
CEO Comments

We have three over-riding challenges:

1) To expand our services to our lengthy waiting list while maintaining the same high quality level of service we have today.  As the numbers of students, tutors, and locations grow, we must be very careful that we do not diminish in any way the warm and caring environment or our ability to make each student feel they are the real focus of what we do. With that in mind, we are seeking opportunities and funding to open a fourth site to reduce our long waiting list.

2) To strengthen our infrastructure (software, policies, procedures etc), allowing us to grow our programs in a sustainable way.

3) To seek sufficient funding to support our entire program, including our talented and dedicated staff that make it all happen. At this point, New Haven Reads offers no benefits, vacation or sick time to employees and salaries would not be considered competitive compared to other local non-profits in the salary area. This is an area on which the board is focused.

CEO/Executive Director
Ms. Kirsten Levinsohn
Term Start June 2010
Email kirsten@newhavenreads.org
Experience

Kirsten has a Masters in Elementary/Early Childhood education and a K-8 teaching certificate. She taught in the classroom for five years in Maryland and New Jersey. Kirsten was the executive director of a non-profit organization called the Leslie Science and Nature Center, for 20 years in Ann Arbor, Michigan before moving to New Haven in 2010. Not only does Kirsten oversee the day-to-day management of the organization, she also tutors two students every week. Kirsten brings a wealth of nonprofit management expertise to New Haven Reads and is dedicated to the mission to share the joy and power of reading with children and families from the Greater New Haven area.

Co-CEO
Term Start June 2010
Experience


Staff
Number of Full Time Staff 6
Number of Part Time Staff 9
Number of Volunteers 400
Number of Contract Staff 0
Staff Retention Rate 90%
Staff Demographics - Ethnicity
African American/Black 3
Asian American/Pacific Islander 0
Caucasian 12
Hispanic/Latino 0
Native American/American Indian 0
Other 0 0
Staff Demographics - Gender
Male 1
Female 14
Unspecified 0
Former CEOs and Terms
NameTerm
Christine Alexander July 2001 - June 2011
Senior Staff
Title Education Director & Parent Liaison
Experience/Biography Tanya Smith is a graduate of Loyola Marymount University where she received her Master’s degree in Education and her Reading Specialist credential. Tanya has had extensive classroom teaching experience as well as having developed curriculum for grades K through 9. Her career in education has included teacher training as a Master Teacher with SDSU and more than a decade as a senior administrator at a private school in California. She is responsible for curriculum development, parent engagement, tutor training, and student testing. Tanya directs academic resource collection and distribution for all locations.  In her role as Parent Liaison for our families, she is continually expanding our parent engagement and broadening our family approach surrounding literacy.
Title Assistant Director
Experience/Biography

Fiona earned a Master of Nonprofit Organizations from the University of Georgia and a Postgraduate Certificate in Economics from the University of London. Fiona has a background in the for-profit sector as a marketing manager. Fiona has been involved with New Haven Reads since 2009 as a volunteer in developing its first strategic plan. She recently held a position in Yale’s Office of Development. In addition to bringing experience in development, Fiona also has experience in project management, fundraising, and organizational development.

Title Finance Director
Formal Evaluations
CEO Formal Evaluation Yes
CEO/Executive Formal Evaluation Frequency Bi-Annually
Senior Management Formal Evaluation Yes
Senior Management Formal Evaluation Frequency Semi-Annually
Non Management Formal Evaluation Yes
Non Management Formal Evaluation Frequency Semi-Annually
Collaborations
Together with Literacy Volunteers of Greater New Haven and Concepts for Adaptive Learning, we comprise the Literacy Resource Center at Science Park. These two organizations manage successful adult tutoring programs and work with us and our 45 other partners in the Literacy Coalition of Greater New Haven. We also collaborate with Dwight Hall at Yale (their community service entity), the Yale Office of New Haven and State Affairs, the Science Park Development Corporation (SPDC), the University of New Haven, and Quinnipiac University. These organizations help us by recruiting faculty, undergraduate, and graduate student volunteers for our programs, supporting our early childhood literacy efforts and, in the case of Yale and SPDC, providing free space for our operations. The Yale School of Management MBA Program provides a non-voting board liaison. Higher One, a local financial services company is providing free IT support. We are also working with the Americorps VISTA New Haven Education project (now named Partnering to Advance Visions of Education - PAVE - New Haven). We are actively involved with the New Haven Early Childhood Council, the Citywide Youth Coalition, the Connecticut Humanities Council, and the BOOST! program.
Comments
CEO Comments

We are well on our way to improving and strengthening our infrastructure, policies, and procedures. One of the biggest challenges for us is data management. One of the challenges that we need to address first is our current inability to manage the data well from over 500 children and their families and 350 volunteers. We cannot run reports with our current system and it often crashes. After talking with other organizations, we have found the right database system (Salesforce) and we are working on a major customization project to create a secure, online database for our program.

Board Chair
Ms. Lisa Gray
Company Affiliation Gray Organschi Architecture
Term July 2012 to June 2015
Email information@newhavenreads.org
Board of Directors
NameAffiliation
Ms. Heather Calabrese Community Volunteer
Mr. Peter Goldsmith Retired
Ms. Kirsten Levinsohn Co-Executive Director, New Haven Reads
Ms. Maria Markham Philanthropy consultant
Ms. Susan Netter Business
Ms. Sharon Oster Yale University
Ms. Russell Outler Websteer Bank
Ms. Laura Pappano Journalist
Ms. Alexa Schlieker Yale University
Ms. Jodi Schneider Literacy Coach, Mauro Sheridan
Ms. Geraldine Sullivan Employee Relations, Yale University
Board Demographics - Ethnicity
African American/Black 1
Asian American/Pacific Islander 0
Caucasian 10
Hispanic/Latino 1
Native American/American Indian 0
Other 0 0
Board Demographics - Gender
Male 2
Female 10
Risk Management Provisions
Accident and Injury Coverage
Commercial General Liability and D and O and Umbrella or Excess and Automobile and Professional
Directors and Officers Policy
General Property Coverage
Improper Sexual Conduct/Sexual Abuse
Workers Compensation and Employers' Liability
Standing Committees
Executive
Development / Fund Development / Fund Raising / Grant Writing / Major Gifts
Finance
Program / Program Planning
Nominating
 
 
Financials
Fiscal Year Start July 01 2014
Fiscal Year End June 30 2015
Projected Revenue $498,585.00
Projected Expenses $498,486.00
Spending Policy N/A
Documents
Form 990s
Form 9902013
Form 9902012
Form 9902011
Form 9902010
990EZ2009
990EZ2008
990EZ2007
IRS Letter of Exemption
IRS Letter
Detailed Financials
Prior Three Years Revenue Sources ChartHelpThe financial analysis involves a comparison of the IRS Form 990 and the audit report (when available) and revenue sources may not sum to total based on reconciliation differences. Revenue from foundations and corporations may include individual contributions when not itemized separately.
Fiscal Year201320122011
Foundation and
Corporation Contributions
$308,801$587,593$285,928
Government Contributions$15,968$37,511$171,820
Federal------
State------
Local------
Unspecified$15,968$37,511$171,820
Individual Contributions$28,088$22,809$50,616
------
------
Investment Income, Net of Losses$8,206$1,403($1,170)
Membership Dues------
Special Events$20,209$705$2,264
Revenue In-Kind------
Other------
Prior Three Years Expense Allocations Chart
Fiscal Year201320122011
Program Expense$351,699$286,551$279,216
Administration Expense$53,335$47,200$12,820
Fundraising Expense$22,850$12,103$5,031
Payments to Affiliates------
Total Revenue/Total Expenses0.891.881.71
Program Expense/Total Expenses82%83%94%
Fundraising Expense/Contributed Revenue6%2%1%
Prior Three Years Assets and Liabilities Chart
Fiscal Year201320122011
Total Assets$515,811$554,173$241,693
Current Assets$354,656$422,502$241,693
Long-Term Liabilities------
Current Liabilities$10,698$13,164$8,388
Total Net Assets$505,113$541,009$233,305
Prior Three Years Top Three Funding Sources
Fiscal Year201320122011
Top Funding Source & Dollar AmountThe City of New Haven $15,968The Seedlings Foundation $50,000Federal Government $171,820
Second Highest Funding Source & Dollar AmountPVH Foundation $13,000The Community Foundation for Greater New Haven $40,000The Seedlings Foundation $50,000
Third Highest Funding Source & Dollar AmountCoach Foundation $10,000Brown Foundation $25,000The Community Foundation for Greater New Haven $31,616
Solvency
Short Term Solvency
Fiscal Year201320122011
Current Ratio: Current Assets/Current Liabilities33.1532.1028.81
Long Term Solvency
Fiscal Year201320122011
Long-Term Liabilities/Total Assets0%0%0%
Capitial Campaign
Currently in a Capital Campaign? No
Capital Campaign Anticipated in Next 5 Years? No
Comments
CEO Comments Like most small but growing non-profits, our challenge is bringing in enough revenue to cover the costs of providing the programs that we offer. Since we provide all of our programs at no cost to our participants, we need to raise the entire budget through individual donations, grants, and events. In 2009, we were fortunate to receive a one-year, one-time Department of Education Earmark award of $200,000 to support our tutoring program and our Book Bank. Through careful use of resources and leveraging those funds, we have been able not only to maintain the same level of programming but to actually increase it. We have also been fortunate to receive a three-year general operating support grant from the Community Foundation starting in 2011. The Board and Executive Director are well aware of the need to diversify our funding streams along with increasing the amounts that we raise. We have run our large fundraiser event, the New Haven Reads Spelling Bee, for two years now with great success. Our tremendous reputation, our program statistics, our and compelling vision give us the opportunity to reach out to more potential donors in a meaningful way.
Foundation Staff Comments
This profile, including the financial summaries prepared and submitted by the organization based on its own independent and/or internal audit processes and regulatory submissions, has been read by the Foundation. Financial information is inputted by Foundation staff directly from the organization’s IRS Form 990, audited financial statements or other financial documents approved by the nonprofit’s board. The Foundation has not audited the organization’s financial statements or tax filings, and makes no representations or warranties thereon. The Community Foundation is continuing to receive information submitted by the organization and may periodically update the organization’s profile to reflect the most current financial and other information available. The organization has completed the fields required by The Community Foundation and updated their profile in the last year. To see if the organization has received a competitive grant from The Community Foundation in the last five years, please go to the General Information Tab of the profile.
Address 45 Bristol St
New Haven, CT 06511
Primary Phone 203 752-1923
CEO/Executive Director Ms. Kirsten Levinsohn
Board Chair Ms. Lisa Gray
Board Chair Company Affiliation Gray Organschi Architecture

 

Related Information

Provide Quality Education

Educate a child and you change a community. For the child, a good education means better career opportunities and higher lifetime earnings. College graduates enjoy better health and are more inclined to volunteer and vote. For the community, supporting our youths’ educational goals results in a stronger society.