When You Hear the Beep... - Fall 2008
Reach Out to Spanish-Speaking Supporters - Spring 2008
Putting Why Before How - Fall 2006
Lessons for the Real World – Spring 2006
Save the Day with Good Sales Practices – Spring 2005
Super Sales Secrets – Spring 2005
Ask A Pro: About Participation Levels – Fall 2004
Goal-Setting Smarts – Fall 2004
Thou Shalt Promote Thy Program …Ten ways to better fundraising results – Fall 2004
What's in it for Me? – Spring 2004
Workplace Fundraising Dos & Don’ts – Spring 2003
A Case Study in Gratitude – Spring 2001
ChaChing! Ideas to Promote Your Next Fundraiser – Spring 2000
It's Not Just About Money – Fall 1998
Top Ten Things to Remember When Fundraising – Spring 1997
I Went to a Garden Party… A Case Study On How to Say "Thank You" – Fall 1997
| When You Hear the Beep... | Fall 2008 |
A middle school in Connecticut is finding it much easier to meet its fundraising goals simply by tapping a familiar technology. The school subscribes to a service which broadcasts recorded voice messages over the telephone. Throughout the year, the school taps this technology to alert parents about report cards, progress reports, inclement weather and upcoming fundraisers. On the day of the fall fundraiser assembly, Principal Joe Scheideler spends a few minutes on the phone, dialing a special number, entering a few simple codes and recording a message reminding parents that the magazine drive is underway and that they should check their son or daughter’s book bags for more information. Mr. Scheideler’s secretary then logs onto a Web site and chooses what time (usually 6:00 pm) to send the message to the telephone numbers listed in the school directory.
“Before we started sending voice messages, I would hear from parents all the time who said they wanted to help [by supporting the fundraiser], but never got the information,” Mr. Scheideler said. “Since we started using this technology, we’ve seen an increase in parent involvement.” That increased support helped fund class field trips to Washington, DC last year. Voice broadcast is just a small part of a growing number of communications tools being used by schools today. Here are some other communication technologies that may help boost fundraising support:
Closed-Circuit TV
During your next fundraiser, arrange to have daily updates
broadcast over the school’s closed-circuit system. Be sure
these updates emphasize the goal of the fundraiser (new
playground, field trip, etc.), which will help keep students
and teachers focused and motivated. Another idea: utilize
this visual medium by having your fundraising professional
deliver his kick off message in front of the camera as a
substitute for the traditional kick-off assembly. Some groups
have recruited teachers and students to stage full blown skits
promoting their fundraising drive. A video kick-off will save time, eliminate the need to move students in and out of the
gym/cafeteria and give busy teachers more flexibility. Be sure to
stress the importance of adult supervision.
Email & Text Messages
Communicate frequently with supporters and potential
supporters using email and text messaging. Remind
parents why your group is raising money. Sample subject
line: “We’re halfway to new lights for the stadium!” Take
advantage of these tools to send important
inf o rma t i on a b out
deadlines and thank
parents at the end of
the fundraiser as well.
And remember that
while email and text
messaging provide
an opportunity for
frequent communication,
be careful not to overdo it.
At most, send 3-4 emails or text message
during the fundraiser.
School Web Site
The school Web site provides a host of
communication opportunities. Parents and
other supporters will likely turn to the Web
site first for more information about the school
fundraiser, so be sure there is easy-to-spot information
about the program on the homepage. Include frequent updates
and list your group’s fundraising goals. If the school is involved
with blogs, podcasts or webcasts, be sure these Web-based
diaries include a mention of the fundraiser to keep momentum
alive. Your fundraising professional may have some other ideas
for how to leverage your school’s Web site in order to increase
family participation.
| Reach Out to Spanish-Speaking Supporters | Spring 2008 |
Did you know that according to the U.S. Census Bureau, nearly 20% of all public school children are from Hispanic families? It’s easy to understand how in many communities, the support of Spanish-speaking parents can make or break a successful school fundraiser. It’s important to acknowledge the contributions of these supporters. Say thank you by using a sample letter, written in Spanish, courtesy of the Association of Fund-Raising Distributors and Suppliers (AFRDS). The sample letter can be tailored to any group’s needs, and it’s available to download at www.afrds.org. If you’re looking for an online transition service, try Alta Vista’s Babel Fish Translation at www.babelfish.altavista.com.
| Putting Why Before How | Fall 2006 |
P.T. Barnum once said, “Without promotion, something terrible happens — nothing!” There’s no denying the importance of promotion in the business (or circus) world, but is promotion essential to the success of a school fundraising program? Absolutely, according to statistics from a recent consumer survey. The survey, conducted by the market research firm, Synovate, for the Association of Fund-Raising Distributors and Suppliers, found that among people who purchased a product to support a school or youth group fundraiser in the past year, 77% were told how their money would be spent. But more importantly among the people given this information, 32% said they otherwise would not have participated; another 31% said knowing how their money would be spent motivated them to purchase more products than they would have otherwise.
Here are five suggestions for putting “why” before “how” during your group’s next fundraiser.
- Notify the Press
Take advantage of your local newspaper. If you can afford it, purchase a small ad to promote your fundraiser and the reasons behind it. For some free publicity, try writing a press release. Download the sample press release at www.afrds.org and fill in the details about your group, the dates of the fundraising program, the purpose of the program and contact information. - Letters Home
Before the fundraising program begins, draft a letter to parents that lets them know why you want their support and when. Send the letter home with students about a week before the fundraiser starts. Parents will appreciate the heads-up and may be more likely to support the fundraiser. - Marquee Marketing
It’s a long drive to work, and dropping the kids off at school adds even more time to parents’ commute. But while you’ve got their attention, don’t forget that you’ve got a great vehicle for promotion right outside your school. Use the marquee to let parents know about why their kids will be coming home with a brochure in their backpack. Try something like, “Spring Fundraiser: March 10-24 – Your Support Will Help Us Get to the State Capitol!” Parents, volunteers and supporters can’t miss it. - Internet Ideas
Don’t forget about the great resource you have in your school website. Add a brief article about why your group is raising money and post it on the Web. Be sure it’s either on the school’s homepage or a link to the article is easily identifiable on the homepage. And if another website may help parents get a better idea of why you’re conducted the fundraiser, include a link (for example, if you’re raising money for a field trip to the zoo, add a link to the zoo’s website). Or if you’re raising funds to pay for new playground equipment, include pictures of what the playground looks like now, and what it will look like if you raise enough money to purchase the new equipment. After the fundraiser is over, be sure to update the website to let visitors know if you met your goal.
Open House Opportunities
What better time to promote your fundraiser than at your school’s open house? But instead of just mentioning it at some point during the evening, have some free samples on hand. Offer them to parents and be sure to also explain your school’s fundraising goals – what you’re hoping to achieve, not just the dollar amount you hope to raise. Another powerful tool: a report on what was made possible the previous year thanks to a successful fundraiser.
| Lessons for the Real World | Spring 2006 |
Fundraising teaches older students numerous “real world” lessons, according to author Chad Foster. His book, Teenagers Preparing for the Real World, lists several lessons the fundraising sales experience can provide.
Soft Skills – Fundraising is one way for kids to learn the importance of teamwork, being on time, developing a firm handshake, starting a conversation and looking someone in the eye when speaking. All of these are simple skills required in the workforce and essential to learn early in life.
Art of Persuasion – A well developed sales pitch that includes the product, the cost, the delivery time and the benefits to the organization, is a good way to practice the skills of persuasion. Likewise, fundraising sales experience teaches students how to handle rejection and deal with difficult people.
Customer Service – Delivering the product on time and including a thank you note demonstrates customer service. According to Foster, “You never know who will remember that customer service and may be in position to help you when you’re starting a lawn-mowing or babysitting business.”
Goal Setting – Fundraising presents organizational challenges – creating a sales plan, setting revenue targets and being flexible at solving problems
Handling Money – Fundraising offers great opportunities to practice counting, taking and tracking orders. In other words, banking and accounting.
Resumé Boosters – Teenagers that take a leadership role on the project or in the club sponsoring the fundraiser could use this on their college resumé, on job applications and as conversation starters in interviews when experience is key.
It’s important to remember that while fundraising provides students numerous real-world experiences and opportunities, safety should always be priority number one.
According to the Association of Fund-Raising Distributors and Suppliers, “Children should never be allowed to sell door-to-door unless directly supervised by a parent or adult. Fundraising companies, school and organization leaders and parents must be diligent in assuring that children participate in fundraisers in a safe manner.”
So be sure to have fun and keep it safe!
| Save the Day with Good Sales Practices | Spring 2005 |
Don't worry that you are not a born salesperson; in truth, few people are. Remember, when conducting a fundraiser, think like a small business owner whose livelihood (a.k.a. the fundraising goal) depends on good planning and getting people involved who want to help the cause — as a volunteer, as a supporter, or both. So, how can you “make it” (or fake it) as the super salesperson who has both the plan and the chutzpa to motivate others to sign the volunteer list and/or sign the check and order form? Frank Miller, a seasoned fundraising sales professional in College Grove, TN, offers five attributes of a super salesperson:
- Listener
- Realist
- Organizer
- Doer
- Sincere
Miller says that these qualities can be applied by anyone who is brave enough to flex some muscle and lead the next fundraiser.
Let's Start With Perception
“Many people perceive the best salespeople to be ‘look at me' types,” Miller says. In fact, a selling situation is less about what the salesperson says and more about what the salesperson hears. “A good salesperson is a listener who quietly motivates others,” says Miller. In the case of gaining volunteer support of a program, it is the Committee lead (principal, parent or teacher) who “sells” members of their group toward a common goal.
There are ways of making the goal meaningful: Make sure it specifies where the money will go and quantifies the group effort. Set a realistic sales goal and break it down. For instance, suggest a total dollar amount for the group and for each individual salesperson. If you have someone whose inclination is to sell nothing, get them to sell just two or three items. That still helps with the group's overall goal. The concept of “the whole is greater than the sum of its parts” applies here, and you can reinforce that in your sales pitch to your group.
The Reality Of Being Prepared
Super salespeople are prepared and organized. You should give written instructions or mini job descriptions of what is expected from each support role, including an estimate of time commitments. You can break time blocks into two, four, eight-hour or more increments, increasing the likelihood of a match with potential volunteers. Prepare your sales force, parents and children alike, with a short script that focuses first on the school's specific need (goal) and follows with the product(s) you are selling.
Distribute the script to your sales team and encourage members to practice it with their families. Something to think about: A parent's commitment to a program rubs off on their child and the more likely the child will reach his or her individual goal. Take note: Genuine enthusiasm and eye contact are important to the scripted sales pitch. The first 30 seconds—and in some cases less—will determine whether you capture your listener's attention.
A Few Can Really Fly
A super salesperson is a doer, according to Miller. Not only do they serve as the team lead and champion for the cause, they get right in there with the team to make sales calls, to count orders, to deliver products, to solve problems. They walk the walk, which in turn spurns others on to emulate them. Miller says the best practice that a super salesperson can offer is sincerity. “If a volunteer knows they are genuinely wanted and needed, they are more likely to sign on with you. If a potential customer knows their support means everything to the success of your program, and you present your product in a positive light, they are more likely to buy from you.” Miller sums up: “Fundraising works better with a lot of people doing a little — not a few people doing a lot.” And, Fundraising Success (with a capital “S”) happens when a few super salespeople fly along the fundraising chain to make everything and everyone feel worthwhile.
| Super Sales Secrets | Spring 2005 |
- Emphasize setting a personal challenge goal Have volunteers make a commitment to be their group or subgroup’s best salesperson. Structure their sales efforts to emphasize achievement, not failure.
- Sellers state their solo goal out loud By publicly stating what you’ll accomplish to your peer group, you’ve reinforced the commitment.
- Make a prospect list Volunteers should make a list of prospective customers before they start. Review it and make sure they have at least ten targets.
- Define your best customers Stick to the people you know— friends, relatives, neighbors, etc. Don’t forget coworkers and out-of-town contacts for your major fundraisers.
- Rehearse the sales pitch Have everyone practice your group’s sales pitch at home, making sure the goal is stated. Fine tune your two-sentence value proposition and make sure that every seller uses it.
- Be armed and dangerous Be prepared. Volunteeers should carry their order form and sales materials wherever they go. You never know when a good prospect will emerge!
- Use the power of “because” Use the word “because” when stating the group’s goal and your first request for help. It’s an extremely potent trigger word.
- Ask for the order Always include a direct request for an order in your sales script after the because statement. “Can you help us meet our goal?”
- Personalize by picking favorites Tell each volunteer to find one or two items that they like and then promote those enthusiastically.“These green ones are great.”
- Ask for more business After the initial order is placed, offer supplemental items for more revenue or ask for referrals, etc. Ask these questions:
“Can I show you another program we’re offering because it’s a great deal too?”
“Can you think of anyone else I should contact?”
- Make it easy to buy Do everything you can to make buying your offering easier. Offer to fill out the form yourself. Remind the prospect that a certain item makes a good gift and that it’s all for a good cause.
Kimberly Reynolds left a career in high-tech sales to apply her business expertise to the world of fundraising for non-profit groups. Author of Fundraising Success, Reynolds has helped hundreds of school, church and youth groups maximize their fundraising success. This article excerpt was edited and reprinted with permission, all rights reserved.
| Ask A Pro: About Participation Levels | Fall 2004 |
There is a strong correlation between the number of volunteers a fundraising organization can tap and the amount of money they can expect to raise on a given fundraiser. How important is it that you have 50% or better of families supporting your product fundraising sale? We asked a couple of fundraising professionals to share their perspectives.
“Participation is everything. Our average level of participation runs between 50% and 60%—it is very important to the success of the program. One problem with waning participation is that many sales reps don't spend enough time helping volunteers understand what it takes to run a successful fundraiser. As fundraising specialists, our job is to help them stay focused on the goal throughout the drive. I talk about the goal in real terms in kick-offs and how individual efforts add up. I use goal charts with each class to measure their participation. Our average sale is somewhere between $80 and $90 per student... Increased support for the sale comes from having a good goal, good products that are reasonably priced, good service, and great promotion to staff, parents and students.”
—Cindy Nicholson, Fundraising Professional, Portland, OR
“The retail sales per student, based on enrollment, is the key number for us; if it is on the rise, then that offsets any short-falls in participation. For ten years, sales per student leveled at $60. We've added school-wide mega-parties to our incentive program and sales per student have bumped up between $80 and $100. If we can keep the retail sales per student at $100, then I'm happy.”
—Jim Pollock, Fundraising Professional, Piney Flats, TN
| Goal-Setting Smarts | Fall 2004 |
Like any successful business enterprise, a successful fundraising sale BEGINS with a clearly defined goal. Having a good product at a good price will help but, to motivate volunteers and secure community support, a fundraising drive needs a purpose — something to rally behind. The goal of your fundraising program should answer the question of where the money will go, so it is safe to say that it should be SMART by nature:
Specific…well defined and clear.
Measurable…quantifiable in terms of
Agreed upon…everybody's on the same
Realistic…within the availability of
Time Framed…with a plan for implementation including who, what and when.
A worthwhile goal might read:
-
One hundred percent of the fundraising proceeds from the calendar sale will bene-fit the new “Eco-Garden” planned for Spring ‘05 to help students' hands-on learning about our environment.
-
Baldwin Middle School expects to raise $16,000 by October 31, through the team sale (parents, teachers, students) of custom- branded calendars to be delivered
Notice that this goal is two-fold in that it relates how the money will be spent, answering the question of why hold a product fundraiser in the first place; secondly it relates the who, what, when and how much as it pertains to achieving the goal. The most successful programs set a goal that is important to everyone who participates.
| Thou Shalt Promote Thy Program …Ten ways to better fundraising results | Fall 2004 |
1. Mark your calendar. Provide a complete fundraising schedule at the beginning of the year to avoid surprises. This keeps parents and students apprised of launch dates, deadlines for turning in orders/ money, and estimated time of delivery for products.
2. Try two-in-one approach. Get more power for your dollar by
taking advantage of regularly scheduled school events—e.g. football games, PTA/PTO meetings, teacher conferences—and be sure to display products from your current fundraising campaign, to garner more sales
3. Work on the sales pitch. Advanced preparation, before anyone begins a fundraising effort, includes writing out a sales message that focuses on your organization's specific need. It could be three simple sentences: one states the need, one presents the product, and one asks for the order. Practice it.
4. Give, and get in return. Offer family and/or parent incentives for participating, such as dinner at a local restaurant or a raffle ticket to win a weekend getaway at a nearby destination.
5. Make use of the newspaper. Promote the fundraising activity (event or product program) in the community calendar of your local newspaper. Write a press release citing the who, what, when, where and why of your program; it may be picked up by the paper to further awareness—and participation—in the program. A follow-up story on what the money was used for is in order. Also invite coverage with photo ops at the event or at the unveiling of what was funded.
6. Win with the Web. Use the school Web site to announce the program, communicate your goals, thank your sponsors, recognize successes, honor individual contributors, highlight periodic or holiday offerings, and more. Promote your Web site on all your printed materials.
7. Pull out all the stops. Use all available means of increasing aware-ness of your group's efforts including outdoor boards, e-mail lists, phone calling tree, newsletter, flyers, posters, bulletin boards, recorded hotline messages, etc.
8. Rely on more resources. Fundraising guru Jean C. Joachim's book Beyond the Bake Sale: The Ultimate School Fund-Raising Book is angled at parents, but it is also a good resource for principals.
9. Say “thanks” with decals and stickers. Get the word out to the community that you have a strong support base. Offer free sponsorship decals to supporting merchants and bumper stickers to volunteers and participants that say, “Proud Supporter of _____.”
10. Build ongoing relationships. Fundraising is about relationships and getting people interested and emotionally involved in what your organization does. You do that by telling stories about who you have helped, about the obstacles overcome, and about the successes achieved. Personal letters and school newsletters sent to the community can accomplish this.
| What's in it for Me? | Spring 2004 |
It’s a scientific fact that people most often act in their own self-interest first and then consider the needs of others. That is why society places a high value on such selfless acts as the heroism of the firefighter or the courage of a soldier.
So, how can groups that raise funds appeal to the self-interest of a potential supporter?
- By defining precisely how their contribution will help
- By increasing the perceived value of what they give
- By increasing the perceived value of what they receive
Group volunteers need to communicate to each prospect the exact nature of the community benefit. For example, a PTA fundraiser needs to communicate what the net proceeds will be spent on — teacher supplies, playground equipment, etc. Your results will be dramatically higher than just saying that you are doing a fundraiser without specifying what the funds will be used for. A potential supporter should immediately be informed of the amount of school supplies their funds will provide. If it’s new playground equipment, mention the cost of a specific item and link it to their contribution. For example, by stating that a $10 contribution purchases a new basketball or a $30 contribution will buy a swing, the supporter gets a visual image of the result of their fundraising support. That image has the effect of associating a donation with a pleasurable feeling, making it much more likely that the prospect will support your cause.
Besides increasing the perceived value of what they give, you also want to increase the perceived value of what supporters receive. You do that in different ways for different fundraisers — donor recognition items for contributions, more attractive packaging on items being sold for a profit, or making your charity auction a black-tie event.
Each of these approaches increases the perceived value without significantly increasing the cost. That means that each of your supporters will assign more value to what you are offering. That translates into increased funding for your organization.
So, what’s it all mean? Just this. In planning your next fundraiser, be sure everyone knows how to respond to potential supporters whey they ask, “what’s in it for me?”
Kimberly Reynolds left a career in high-tech sales to apply her business expertise to the world of fundraising for non-profit groups. Author of Fundraising Success, Reynolds has helped hundreds of school; church and youth groups maximize their fundraising success. This article excerpt was reprinted with permission, all rights reserved. For more articles by Kimberly Reynolds visit www.fundraiserhelp.com.
| Workplace Fundraising Dos & Don’ts | Spring 2003 |
“Don't feel obliged. But feel free (and don't forget to leave $1).” So read a sign put up in an office break room next to chocolate bars for sale by one mom hoping to help her saxophonist son raise money to pay for a field trip. This is just one idea for how to raise money without raising hackles in the workplace.
More and more parents are looking at their co-workers as potential fund-raising customers. Likewise, more and more businesses are placing limits on what they consider appropriate for fund-raising among co-workers. Here are some ideas for tasteful workplace fund-raising to pass on to your parent volunteers.
Target Your Sales
There are three kinds of fundraising customers: Those who have shown an interest in your product/s; those who have purchased from you before; and those from whom you've purchased items. Be selective about who you approach and focus proactive efforts on these three potential customers. Make sure these in-person appeals to co-workers are only made during work breaks and lunch hours. And be aware that the higher you are on the corporate ladder, the harder it is to prevent people who work for you from feeling pressure to buy something.
... And Let the Rest Come to You
Reserve office equipment for company business only — not fund-raising. Avoid sending broad announcements about your fundraising project via company e-mail. Instead, take advantage of high-traffic, central locations – office and break room bulletin boards – to post fundraising flyers, sign-up sheets and self-serve product kits.
Merchandise Creatively
Display your fund-raising items in a festive basket or alongside themed props. Example: put candy bars in a festive basket with a baseball and glove alongside a photo of your child in the team uniform with a sign that says: “Buy this candy to support Matt's dream to “play ball.”
... And Don't Forget to Say Thank You
Remember to thank supporters, particularly those without children whose generosity is seldom reciprocated. After the fund-raising drive, treat your supporters to donuts or bagels and let them know how much money your office contributed to the child's school, little league or other organization. A hand-written thank you note from your child will only enhance the “aawwhh” quotient.
References: “Is this any place to sell candy?” by Janet Bodnar, senior editor, Kiplinger's Personal Finance Magazine, January 1999; “Dr. Tightwad on Fundraising Etiquette,” Kids & Money, Kiplinger Online (http://www.kiplinger.com). “Charity Begins at Work” by Ellen Neuborne, USA Today, January 22, 1997.
| A Case Study in Gratitude | Spring 2001 |
Once a fundraising campaign is complete, it is important to thank everyone involved - especially the parents. You might even use the opportunity to brag a little.
On the last day of the 1999-2000 school year, parents of Kennesaw Elementary School students in Cobb County, Georgia, received a letter listing more than three dozen enrichment programs, school activities, and classroom purchases funded by the PTA during the past school year. The letter ended with a thank-you: "Your participation in the following programs is what makes us able to provide these enhancements to our children's education." This was followed by a list of all the fundraising activities coducted nthroughout the year; the amount of money each project raised; and the name of the volunteer responsible for coordinating each project.
Every parent has come to expect the flood of fundraising materials, especially during the first weeks of school. Few expect to receive an "annual report" on the last day of school, as was the case at Kennesaw Elementary. It's a nice opportunity to show-off AND show appreciation to the families whose support the school will need again next year.
| ChaChing! Ideas to Promote Your Next Fundraiser | Spring 2000 |
Here are some low- and no-cost ideas from experienced fundraisers to help you promote your next fundraiser and develop faculty and parent buy-in:
Give all or a portion of the proceeds from your next fundraiser to the classrooms. Allow each classroom to keep what they earn. (Or distribute excess funds earned over and above the original goal to individual classrooms.) Offer students the opportunity to decide (among a few predetermined options) on how the money is spent.
Offer a teacher and/or classroom incentive for any class that achieves 100% participation in a school-wide fundraising drive.
Sponsor a contest among teachers who personally sell items to their family and friends. For example, three top-selling teachers might be allowed to "shop" off the fundraising brochure.
Tap into the local talent of parents and teachers to donate their time as prizes to top-selling families and faculty. Golf or guitar lessons, income tax preparation, baked goods or a home-cooked meal are nice ways to say "thank-you." Or say thank you to the entire student body and extended family with a gourmet breakfast before school.
Before launching your next fundraiser, brief teachers (no more than 15 minutes) in conjunction with a faculty meeting. Bring food and consider offering door prizes.
Take full advantage of your school's resources — school radio, homework hotline, web site — to promote your fundraising drive.
Include with your letter to parents tips on how to fundraise unobtrusively in the workplace: avoid office e-mails; post a sign-up in a central break room with a sign that says "Don't feel obliged, but feel free…" leave the children at home but allow them to write an office "thank you."
Offer parents who are weary of tapping family and friends new ideas for fundraising OUTSIDE the workplace and home, such as adult sports leagues, church, social and civic clubs.
Always promote — first and foremost — the goal of your fundraising drive. Parents and teachers respond better if they know how the money is going to be spent. Likewise, fundraising volunteers should be encouraged to promote the goal to their family, friends and co-workers.
| It's Not Just About Money | Fall 1998 |
In fact, fundraising, done for the right reason and with the right attitude, has provided countless opportunities for organizations and individuals to grow. Here are a few examples from the nation's newspapers of the tangible and intangible rewards that can result from fundraising.
Los Angeles, CA — Anticipating a rise in enrollment in their small private school, North Hills parents raised $1.2 million through grants, donations, traditional product sales and garage sales to build an all new school campus with nine classrooms, faculty offices and shower complex. According to the school's principal, "I think [parents] feel that it's very much their school since they put in so much effort." Dayton, OH — Special education students at an elementary school in Riverside, OH, donated $1,100 to the Dayton Children's Medical Center. They raised the money themselves through a series of fundraising projects including a two-day product sale. Students shared responsibility for taking orders, counting money, labeling and delivering the product to the classrooms. The fundraising project was developed by the teachers to help the students improve life skills, stay on-task and build self-esteem.Long Beach, CA — Middle school students involved in the Caring Club and Alternative School with Purpose use money raised through a holiday product sale to pay for weekly transportation to a Long Beach retirement home. There the students exchange stories about life as a teen, then and now, with 60 elderly residents. The field trips have shown kids how it feels to help others, while senior citizens have the opportunity to share advice. "I think its fine they come here to talk with me. I tell them to stay in school," said one 87-year-old resident. Salt Lake City, UT — A fifth-grader raised $700 as her part in building a new playground for her schoolyard. As a reward for her hard work, the student cut the ribbon before hundreds of cheering classmates. Students and parents at the Salt Lake City elementary school, collected cereal boxtops, held traditional product sales and participated in paper drives. Some even broke into their own piggy banks for extra funds to meet the $15,000 goal. According to one parent, "Our students learned that when we come together as a community, anything can be accomplished."
| Top Ten Things to Remember When Fundraising | Spring 1997 |
We asked several principals, teachers, parents and fundraising professionals — whose collective experiences represent decades of fundraising successes and failures — to list the most important things to remember when conducting a fundraiser. Here is what they said:
- “Have a specific goal for each fundraiser, regularly remind yourself and your volunteers of that goal, and promote it to the community.”
- “Assign an organized person to serve as fundraising chair.”
- “Hire a professional fundraising company AND listen to their advice.”
- “Select a program with a good service package that fits your needs.”
- “Make sure the product you're selling represents a good value at a fair price.”
- “Look for fundraising activities that have educational value and promote community spirit.”
- “Be sure you have enough volunteers to support the activity.”
- “Keep it short. People lose interest in long projects.”
- “Don't overdo it. Remember, kids are in school to learn and parents can only afford so much.”
- “Have fun. It's got to be fun.”
| I Went to a Garden Party… A Case Study On How to Say "Thank You" | Fall 1997 |
It's a small school — only 320 students — in the modest community of Grass Valley, California, a few miles East of Sacramento. Yet, last year Pleasant Ridge Elementary successfully recruited 147 volunteers, including 21 grandparents, to participate in a fundraising campaign to build an outdoor learning lab. That's a student-to-volunteer ratio of 2:1.
Volunteer participation at this level doesn't just happen. In fact, it's so unusual that it may be one reason why the Southern California school was named a Blue Ribbon School by the U.S. Department of Education. According to Principal Fran Madison-Cohee, ownership is the key.
"I have one golden rule: before the school takes on a project, everyone must buy into it," says Madison-Cohee. She explains how she works with teachers, parents and the student council to involve the entire school community:
"Last year we realized that many of our students had never seen raw produce. The teachers and parents thought a garden would make a good science lab and provide a fun way to introduce them to new vegetables, and at the same time provide hands-on learning about the life cycle
and the importance of recycling."
With blessings from teachers and parents, Madison-Cohee took the idea to the student council which endorsed the project.
Fundraising programs are always adult supervised at Pleasant Ridge. However, Madison-Cohee selects projects that are easily managed by kids because she wants students to be involved in fundraising.
"They earn the money to spend the money; otherwise it's hollow," claims Madison-Cohee. For the garden project, students and parents participated in product fundraising, with students also participating in a schoolwide penny drive.
Teachers at Pleasant Ridge Elementary support fundraising efforts by incorporating age appropriate math exercises such as charting, graphing, estimating and the obvious addition and subtraction. Last year, businesses and the community at-large provided special assistance by donating building supplies for the outdoor learning lab.
With everybody's participation, Pleasant Ridge Elementary met and exceeded their annual fundraising goals. The money not only made possible a vegetable garden but also a much needed portable sound system.
Then they celebrated with an extra special volunteer luncheon at the end of the year. Students and teachers decided to invite all 147 volunteers to see the "fruits of their labor." Students and teachers' aides took responsibility for decorating an area near the garden. Teachers prepared a pot luck luncheon after which everyone enjoyed a musical tour of the garden.
Every volunteer at Pleasant Ridge Elementary receives a personalized thank you note and a small gift recognizing their contribution. Each year Madison-Cohee honors the extra efforts of a few special volunteers with her "Hero of the Heart" award and a gift certificate to a local restaurant. The school's volunteer coordinator, Kathy Giles, and school beautification coordinator, Karen Campbell, were named 1996 "Heroes of the Heart" for successfully orchestrating Pleasant Ridge Elementary's most volunteer-intensive and perhaps most rewarding fundraising project to date.
"The kids used to make fun of us for eating raw vegetables. Now they love their new 'vending machine' so much so that you can't find a green bean," laughs the principal.
