1. School Fundraising Capacity Building Kay Sprinkel Grace January – June, 2014

2. January 8, 7:00pm – 8:00pm & 23, 2014 @ 3:30pm – 4:30pm

3.  Webinar slides should be up and running at your school – gather as many as you can around the monitor so the level of engagement grows at your school  There will be time for call in or email with questions during the webinar, and Kay will answer them as they collect  At the end (don’t leave early) you will get your assignment for Webinar #2, which is on case and messaging

4.  Why do people hate to ask?  Why does it feel like begging instead of “investing?”  How do our messages get in the way of our vision?  Why do we revert to special event fund raising rather than growing our base of individual donors?  How can we become more capable at generating the resources we need to increase our impact?

5.  Basic principles of successful fund raising  Fund raising as a values-based marketing or exchange process  Positioning your school as an “investment vehicle” rather than as a needy organization  Understanding donor motivation, behavior and needs: Giving USA giving trends, 2012  Creating key partnerships internally (why everyone needs to be on the development team) and externally  Why we have to “put away the tin cup”

6. Building a culture of philanthropy in your school Taking the fear out of fund raising

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8.  People give because you meet needs, not because you have needs  A gift to your school is a gift through your school into the community (your school is not the end user of the gift)  Fundraising is not about money, it is about relationships  All philanthropy (giving, asking, joining, serving) is based in (shared) values and is increasingly about issues and impact, not institutions (it is not about you…) 8

9. Philanthropy Based in values Development Uncovers shared values Fund Raising Gives people opportunities to act on their values 9

10. ProspectDonor Donor- Investor

11. Before the ask….The ask and after…  Identification  Qualification  Development of strategy  Cultivation  Evaluation  Assignment  Solicitation  Follow up  Acknowledgement and/or recognition  Stewardship  Renewal

12.  Team of two meeting with one or two prospects is the best (face to face)  Personal letter followed by personal phone call  Personal phone call followed by letter  Email (which can be very effective with some prospects, although there are cautions) followed by phone call  Special Events  Advertising 12

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14.  Special events: Plus Factors ◦ Can raise money quickly ◦ Raise your school’s visibility ◦ Fun ◦ Opportunity to engage new prospects  Special events: Minus Factors ◦ Costly (50 cent yield on $1 spent is considered good) ◦ Often exhausting for staff and volunteers ◦ If considered as a “one off” do not contribute to the long term growth of donors to donor-investors ◦ Follow up is often slow, spotty or neglected

15.  Build lasting relationships that will create a solid base of donor-investors and volunteers  Create messages that focus on impact, not need and send them widely into the community (Webinar #2)  Raise sufficient funds to meet current program needs and to create a surplus to fund innovation and unexpected needs  Engage entire school (staff, faculty, others) in the development program through their willingness to build relationships  Move from transaction to transformation

16. 16 High Impact Philanthropy Kay Sprinkel Grace, Alan Wendroff

17. 17 High Impact Philanthropy Kay Sprinkel Grace, Alan Wendroff

18. Slides from Giving USA Lilly Family School of Philanthropy, Indiana University, Indianapolis

25. It truly takes a village…. In your school, and in the community

26. 26  Connection (Linkage) ◦ Direct experience or someone they know is involved with or benefits from your educational programs (alumni, parents, students)  Concern (Interest) ◦ An interest in the kinds of programs you support in the community (support for Catholic education)  Capacity (Ability) ◦ Absolute and relative: seldom a motivation to give on its own

27.  Impact – connectors convey the results to the investor (Mission)  Ideas – through connections, we are able to communicate our new and best ideas (Vision)  Issues – through relationship building we learn what people care about (Values)  Investment – messages about “return on investment” are delivered by peers and friends  Involvement – board members help keep donors involved ◦ Kay Sprinkel Grace and Alan Wendroff, 2001  High Impact Philanthropy (John Wiley & Sons) 27

28.  Volunteers (beginning with the board) who are committed to relationship building and understand that fundraising is not about money, but about relationships  Faculty/staff committed to the importance of donors and intentionally engaged in relationship-building  Systems for managing annual and major donors  Tailored messages  Communication in the medium the donor wants  The end of “one size fits all” programs for building donor relationships

29.  At the front desk when a parent or community member comes in  On the telephone (“We imagine that every call we receive is from a donor” (Development officer at hospital foundation)  In the quality of academics and faculty attitudes towards students and parents  Through board member outreach and engagement  Ken Blanchard had it right 29

30.  Parents and other family members  Alumni  Donors  Volunteers  Community partners  Vendors  Internal (faculty, staff)  External (alumni and friends)  Eternal! (Or at least long-lasting) ◦ All relationships are based on/in values

31.  They are motivated by connection, concern and capacity (to give)  Giving is mission/vision/values driven  People give to make a difference and because they believe in the cause – but are also looking for leadership in the organizations they support  They want to be appreciated  They want to know how their money has been spent  They need an experience with the organization, the issue, or the people in the organization 31

32.  Big reason: their kids leave and we have not become part of their “philanthropy” -- they no longer think we are dealing effectively with “their” issues  Failure to communicate the value of the school in the community beyond their time of involvement  Failure to keep them in a consistent messaging program after their kids leave – especially those who gave time and/or money while their children were there 32

33.  An engaged board and other volunteers  A school staff that is committed to creating a culture of philanthropy  A commitment to on-going data analysis  Stories to tell around the larger mission  People to tell them to  Transparency, accountability and candor  A belief that the only urgency is the need you are meeting, not the needs you have 33

34. Critical part of fund raising success How do we do it?

35.  Needy organizations  “Charities” in the sense of needing a handout (“charity” is a tax designation; “nonprofit” is also a tax designation, not a management style!)  Desperate (even if we feel that way)  Other things you are not?

36.  Capable and proven institutions providing quality education to children who are the future of our communities  Worthy of investment – both short and long-term– by those whose vision is for a community filled with opportunity  A positive alternative for many parents who wish their children to have a nurturing faith-based yet rigorous educational experience  Other?

37. February 10 and 26, 2014 Mission, vision, values and case development: messaging for investment and sustainability

38.  Review and complete the Internal Case Materials Checklist (it will be sent to you at the end of this Webinar); meet with staff and volunteers to review each item  Review your mission, vision and values statements and discuss them relative to insights about donors and investment positioning we discussed in Webinar #1  Using the Checklist, develop an internal plan for revitalizing your “MVV” if needed

39. Until February!