Fundraising and Today's Busy Teacher – Spring 2001
And the Band Played On … but not without a serious commitment to fundraising – Spring 2001
Reading, 'Riting, and 'Rithmatic: Lessons Found in Fundraising – Fall 2000
A Fundraising Lesson Plan – Fall 2000
Ideas to Boost Teacher Support – Fall 2000

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Fundraising and Today's Busy Teacher

Spring 2006

Today’s school teacher has a lot on her plate. She drives to work thinking about the day’s lesson plan, races to check her e-mail before the first bell, herds several of her students to and from the bathroom, and calls roll – all before the first piece of chalk hits the board. It’s no wonder the school fundraiser isn’t her first priority.

“I very rarely have all 20 of my kids in the classroom at the same time,” said second-grade teacher Jessica Carlton. “They’re either going to gifted or speech class, or I’m walking them to the clinic or the library. I only have about an hour a day with all of my students, and I have to try and make the most of it.”

“Teachers are frustrated across the country,” said Fred Brown, a former elementary school principal and an Associate Director at the National Association of Elementary School Principals. “They’re being asked to do more than they ever have before, and they just don’t have a lot of time to devote to fundraising.”

To succeed, however, school-wide fundrasing drives need the full support of the entire school community, including busy teachers. So how do you get those overworked educators on board when it’s time for the kick-off?

“The key for parentteacher organizations is to keep a strong relationship with teachers year-round,” said Tim Sullivan, publisher of PTO Today. “Teachers can be enthusiastic about the fund-raiser and be part of the fun, or they can just hand out order forms. And it all depends on whether they think the PTO’s efforts are worthwhile. Parent groups need to make teachers realize we’re all in this together.”

Principals can also get teachers more involved by “laying all the cards on the table,” Brown said. “I used to have a meeting with my faculty and share the building budget with them,” Brown said. “We’d figure out what we needed, and we’d create a ‘wish list’ of things we wanted. Then we’d set goals, and figure out a fundraising project to meet those goals.”

“If teachers are in on the plan from day one, it’s easier for them to see the big picture,” Brown said. “They’re more willing to engage if they see the goal but don’t have to
sacrifice a lot of classroom time.”

According to the National Education Association, teachers spend about $400 a year of their own money on classroom supplies. Sullivan suggests providing a “teacher-stipend” program to help them cover out-of-pocket classroom expenses.

Jesse Kenney, a professional fundraiser in Watkinsville, GA, works with PTOs that offer top-selling classrooms 10 percent of the profits. When possible, Kenney also works with the fundraising chair to hold a separate fundraising meeting with just the faculty.

Brown says the key to gaining involvement from teachers is to make their role in the fundraiser as simple as possible by minimizing the accounting and paperwork that ends up on their desk.

“Teachers just don’t have time for counting dollars,” he said. “That’s a job for parents and volunteers. Teachers should be collecting the money in an envelope, and handing it off to a parent.”

Sullivan says be sure to focus on the results, not the money.

“Give teachers progress reports, but don’t tell them you’re three-quarters of the way to $10,000. Tell them you’re three-quarters of the way to 50 class field trips,” he said.

Without teachers, the school fundraiser is an uphill climb. Fundraising professionals say the most successful campaigns have energetic, involved teachers behind the scenes. The key is getting to the teachers early, keeping their time investment to a minimum and making sure they see a tangible reward.

And the Band Played On … but not without a serious commitment to fundraising

Spring 2001

On January 1, 2001, 350 million viewers took in the pageantry of the 112th Annual Tournament of Roses Rose Parade. Among the floats, the pretty girls in pretty cars, the high-stepping horses and gobs of rose petals, were 4,000 excited teenagers from sixteen high school bands participating in what was, for most, a once-in-a-lifetime opportunity to march before the world. Hours of practice, preceded by hours of behind-the-scenes coordination by bandleaders, students and their parents are impressive enough. Add the fact that almost every one of these bands had to first raise the money before they could make the trip. Now, that's a story to tell.

It cost more than $4 million dollars for 6,000 high school students in 26 marching bands to participate in last fall's Macy's Thanksgiving Day Parade and the 2001 Rose Bowl Parade. The cost per student can run between $550 to $850 (depending on how far the group is traveling and how much equipment they are carrying). In almost every case, expenses were paid for by the students who raised the money themselves. Among their fundraising activities: Christmas tree pick-up; march-a-thons; car washes; golf tournament; televised auction; "cow chip" contest; steak, chicken, barbecue dinners; raffles; adopt-a-band member program; painting addresses on curbs and other community service projects; and sales of candles, coupon books, magazines,gift wrap, candy, fruit, pizza, frozen food, cookie dough and other food items.

Indeed, candy, magazines, gift-wrap and scores of other popular consumer items are as commonplace in the band room as drums, uniforms and sheet music. Everything from lollipops to phone cards are sold in the name of music education. Recent statistics suggest you can't have one without the other.

According to a 2000 survey of school music directors by Instrumentalist magazine, 82 percent of all school music programs (91 percent of high school music programs) engaged in some form of fundraising - which includes product sales, cash donations, ticket sales and any other funds from sources other than taxes. Survey respondents reported that taxes paid for only 48% of their schools' music programs, while fundraising made up the difference at 52%.

Fifty-four percent of the money raised by high school bands paid for travel and competition expenses; 23% for outside consultants to score music and choreograph drills; 21% for instruments and equipment; and 2% for sheet music, according to the Instrumentalist survey.

The Lassiter High School Marching Trojan Band in Marietta, GA, directed by Alfred Watkins, is no stranger to commitment - on and off the field. The Lassiter Marching Band has performed: twice for President Ronald Reagan; at the 1984 World's Fair and numerous televised events including the 2001 Tournament of Roses Parade. Lassiter placed 5th in the 1990 Bands of America Grand National Championships; third in 1994; before finally taking home top honors in 1998 - a hard-earned honor that involved two regional competitions leading up to the finals in Indianapolis. This year the 340-member band raised $180,000, dramatically higher than the average high school music fundraising budget which is roughly $22,500 according to Instrumentalist.

Lassiter's year-round fundraising activities include Christmas Tree and coupon book sales, corporate sponsorships, concession stand rights at Atlanta's Georgia Dome, an annual golf tournament and online shopping. The money helps underwrite two full semesters of instruction required for five symphonic bands, two separate marching bands, a jazz band and numerous performing chamber ensembles. According to current Ways and Means Chairman for the Lassiter Band Booster Club Dave Stone, "Our school district has provided us with an excellent band directors, bus transportation and emergency assistance as needs arise. We do the rest."
Behind Every Good Band is a Good Booster Club

Dick and Nancy Lee spent nine years supporting two children through the Lassiter program, serving in every capacity from "poncho duty" (distributing, collecting and drying ponchos on rainy game nights) to co-presidents of the booster club two years in a row. "A Friday night football game at Lassiter requires 40-50 volunteers," according to Mr. Lee, who estimates he and his wife (both have full-time jobs) each invested an additional 40 hours a week in the Lassiter High School music program between 1989 and 1998. "We just ran on adrenaline," Lee said. As it is for most band parents, fundraising was a major part of their responsibilities.

"Back then our annual fundraising goal was $43,000 which we raised mainly with one product sale and one special event," according to Lee who now trains other booster clubs across the country to effectively support their children's musical education and still have fun. "The money paid for additional instructors, music and instruments," Lee said. "A field percussion unit can cost $8,000 to $10,000 each, not to mention the equipment required to move it all."

"Mr. Watkins told us once that we made it possible for him to do what he does best - direct music and teach kids," said Lee. "I never forgot that."

Reading, 'Riting, and 'Rithmatic: Lessons Found in Fundraising

Fall 2000

Innovative teachers turn fundraising programs into learning opportunities

When fourth and fifth graders from a Florida elementary school wanted to raise money for a Christmas charity project, their teacher saw it as an opportunity to illustrate real life lessons in citizenship and business management.

Armed with cardboard boxes carrying ornaments, gifts and baked goods, Bill Snydor's 22 students went to each classroom in the school to sell their homemade wares, making change, keeping track of inventory and recording their progress daily on a chart of expenses, sales and profits. In two weeks, the Broward County students sold 1,700 items earning $1,200 for the Kids in Distress program.

On the other side of the country, California teachers Bonnie McKenna and Sue DeHart shared a dream for a living science lab. So, with the support of their principal, they teamed up to create a student-run business on campus selling giant cookies one day a week after lunch.

From the two classes, they formed three committees - finance, sales and advertising - dividing responsibilities accordingly. Once the students raised $550 on their own, they made a formal business presentation to the local Rotary Club which agreed to match the funds and donate their time and energy to build the science lab. The lab now includes two large raised planters, a drainage system, 16 tons of dirt and gravel and business-savvy students all in a row.

Every fall, school doors open and fundraising programs begin. It's as certain now as fish sticks on Friday used to be. Teachers everywhere are doling out fundraising materials along with homework assignments during the first weeks of school.

"When I had this dream of teaching math, I never thought I was going to have to fundraise in order to do it," 8th grade Algebra teacher Judy Arnemann recently told a group of parents during an open house. But, like Snydor, McKenna and DeHart, Arnemann sees the life-lessons offered through fundraising.

"We want every one of our 8th graders to be able to participate in the class field trip this year," so her students take turns giving up lunch time and recess to sell school decals, popcorn, pickles and soft drinks. Under her supervision, they do everything from popping the popcorn and collecting decal orders to counting the money and delivering the decals. "They quickly figure out how hard you have to work to make money."

Rather than view fundraising as an administrative annoyance, these teachers see it as an opportunity to create a new learning model for students, as well as a means to an end. Over the years, innovative teachers have created lessons in and around school fundraising sales to reinforce basic curriculum requirements.

In the April 1996 issue of Today's Catholic Teacher, education writer Rita Delude eamed up with Daniel Burpee, a field representative for a national fundraising company and former educator, to develop a lesson plan inspired by some of these fundraising lessons. With permission from the magazine's publisher, we've summarized the article here - including a few new suggestions from others experienced in fundraising.

Use this lesson plan to jump-start those teachers who are interested and willing to expand the inevitable fundraising drive into a learning tool.

A Fundraising Lesson Plan

Fall 2000

Experts suggest recruiting teachers early to the fundraising process, so they can begin planning one or more learning units centered on the campaign.

Teachers can begin by sending home a note to parents explaining that students will be talking more about this year's fundraiser - not because there's a push to sell more items but instead because the teachers are using it as a chance to bring real-world learning experiences into the classroom. Point out the benefits students will gain from reinforcing oral and written communication skills and math concepts during this period. Ask parents to come into the classroom and discuss their careers. For example, careers in marketing, advertising, writing, design and manufacturing all have direct applications to the business of fundraising.

Once parents are informed, teachers can focus on classroom logistics by dividing students into business teams based on their strengths. Each team should include a strong writer; a good speaker; a mathematician and an organizer, suggest Delude and Burpee.

Develop Planning Skills

Illustrate organizational skills throughout the unit by having students plan and set classroom goals. For example, if the classroom will receive a portion of the proceeds, have each team brainstorm about how the money can be spent. If appropriate, students can also develop a plan for how the school might use the remaining proceeds for presentation to the school administration or parent group responsible for the fundraiser.

Offer Oratory Opportunities

Delude and Burpee also suggest a few ideas for developing oral presentation skills:

Have each team create a sales presentation or a skit to simulate a kick-off meeting. If a sales representative visits the school to talk about the fundraising activity, discuss the similarities and differences the representative used to make his or her presentation appealing.

If there is a particularly strong group of presenters, consider including these students in school-wide kick-off plans.

Have teams create a sales pitch to present to their family and friends. If time allows, students could even create jingles or commercials.

Important Note: Remind students that they should only speak to parents, relatives and close neighbors whom they have permission to approach. Stress the importance of adult supervision.

Team-Up Writing and Art Units

Creative teachers often combine student academic goals with art, music and other disciplines. Here are a few suggestions:

Ask each team to create an advertising campaign that might include bulletin board displays, posters for the hallways, parent flyers, lunchroom tabletents, PA announcements and slogans for the school's outdoor reader board.

Have students create letters to parents explaining how the money from this fundraising campaign will be spent. Swapping letters among the different business teams offer opportunities for peer editing.

fter the campaign is over, students can compose thank-you letters to the parent volunteers who organized the event, as well as individual supporters who purchased items to help make it a success.

Add a Mathematics Component

Product fundraising drives are good opportunities to incorporate a number of math lessons, according to Delude and Burpee. They offer these ideas:

Allow students to tally the classroom's daily or weekly sales - by item and dollar amount.

Compare the classroom's progress to the overall goal for the school.

By dividing the number of students by each total, younger students will have an opportunity to perform simple division.

Older students can develop basic statistical concepts of mean and median using real-life calculations.

To reinforce weights and measures concepts, have students determine the weight of each box of candies or individual candy bars. Then multiply by total items that were sold to determine the total sales in ounces, pounds, tons.

If the case of a brochure sale, have students take the total price of all the various items sold in a brochure and divide by the number of items for sale to determine the average price of products sold.

Ask each team to create a graph for charting sales by team and/or class. Or develop a graph to chart what items were the top-sellers (e.g., candy vs. gift wrap vs. gift items in a brochure sale; or sports magazines vs. news vs. general interests magazines, etc.).

Most fundraising items are paid for in the form of check. For older students, provide a unit on checks and check writing. Younger students can practice counting change and discussing money amounts.

Career Options

End the unit by asking teams to develop a list of possible careers that might be connected to a fundraising campaign. (e.g., advertising, marketing, accounting, distribution, packaging, manufacturing, writing and publishing). Invite a guest to come and speak to your class and make comparisons between what the students are learning and what happens in the world of work.

These are just a few suggestions for stimulating a learning environment around a school fundraiser. A creative teacher who is motivated to support the fundraiser will have many innovative ideas for teaching valuable lessons centered on the one or two weeks of a fundraising campaign.

Even though these are the same skills one might teach at any other time of the year, lessons have a heightened sense of reality when students can relate them to an event that impacts their lives. The value of a properly handled fundraising campaign can go far beyond the obvious financial reward.

References: PTA Today, May/June 1994; Miami Herald, December 19, 1995; and excerpts with permission from Today's Catholic Teacher, April 1996.

Ideas to Boost Teacher Support

Fall 2000

We asked a number of parent groups, principals and product fundraising professionals how they motivate teachers to participate in school fundraising activities. Here's a sampling:

"We have one school that splits all the profits among classes. Whatever amount is raised by a given classroom is kept and spent by that classroom. Often the students are involved in deciding how the money is spent. That way teachers AND students are motivated to participate."

"At our school, each classroom receives 25% of what they earn to reduce the number of times teachers have to dip into their own pockets to pay for special classroom projects."

"Our PTA includes the principal and a handful of teachers in helping us identify the school's needs for the coming year. Sometimes it leads to interesting discussions but, without their buy-in, we won't succeed."

"Teachers appreciate anything we can do to eliminate classroom interruptions. Instead of asking teachers to collect order forms or keep tallies, we provide a colorful box near the front of the school for students and parents to drop orders. Instead of one kick-off assembly, which logistically can eat a lot of time, we offer to send volunteers to each classroom for a shorter 5-minute overviews of the fundraiser."

"When we're preparing to kick-off a fundraiser in a new school, we ask the school principal for 10-15 minutes with the teachers in the faculty lounge to show samples, serve snacks and stress the important role they have in our success."