Hi 2. What is the alternative title of the song "Danny Boy"?
3. What are the colors of the flag of
4. What were the shapes of the marshmallow pieces in the original Lucky Charms cereal? (For extra credit: What does the leprechaun say as a sales pitch for the cereal?)
5. What is the name of the Irish priest depicted by Spencer Tracy in the 1938 classic movie "
6. What is the minimum number of years that Irish whiskey is aged?
7. In Irish folklore, what is the traditional profession of a leprechaun?
8. In early television commercials for Irish Spring soap, a woman expresses her approval of the product by saying what phrase?
9. What type of meat goes into a traditional Irish stew?
10. What were the years of the Irish potato famine?
Enjoy today’s eZine,
President
Halladay Education Group Inc.
www.HalladayEducationGroup.com
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In This Issue
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1. Your Fundraising Plan for a New School – Part 2
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1. Fundraising Plan for a New School – Part 2
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INTRODUCTION
- Develop your mini-stragic plan including your vision, mission, and values
- Identify your fundraising needs
- Determine your project costs and priorities
- Develop your fundraising case -- developing a plan for a new school that is convincing and compelling, that identifies and justifies the school’s need for capital support
- Then CULTIVATE – EDUCATE – SOLICIT
- The school’s vision statement (An image or description of the school community you aspire to become in the future. It answers the question “If we could create the school of our dreams and have the impact we most desire, what would we look like in that year?”)
- The school’s mission statement (States the purpose of the school’s existence. It answers the questions WHY we exist; WHY we are committed to support that existence, WHO we serve, and HOW we serve them)
- Develop the core values (Answers the question HOW we will treat each other and other clients - students, parents)
- Describe how the money specifically will be spent
- A campaign to meet these needs
- The number and level of gifts required
- Ways to give
- Recognition opportunities
- Campaign leaders
A. Develop and confirm the timetable
B. Develop the purpose, intent, and information to be gathered
C. Feasibility Study provides findings, opinions, perceptions, and intentions about the School:
* Case for support
* Individual donors
* Campaign
* Wider community
D. The Feasibility Study provides recommendations about the:
* Campaign goals (fundraising targets)
* Case for support
* Campaign timetable
* Pre-campaign activities
* Campaign organization
* Campaign strategies
* Overall institutional image
E. Develop a list of internal (staff and board) and external (individuals families, donors, supporters) to be involved in study
F. Determine key messages and communication channels best suited for each constituency group
G. Conduct surveys and interviews to determine the level of acceptance and degree of support for the school’s development plans
H. Bring to light strengths the school can highlight during the campaign
I. Gather input from major stakeholders
J. Identify giving and recognition systems
K. Identify categories of giving (e.g., cash levels, naming rights)
L. Identify the specific constituency groups, the level of anticipated support, and who/how they should be cultivated and solicited (e.g., event, mail, phone-a-thon, in-person)
* Identify top supporters
* Create a working data-base (e.g., Raiser’s Edge)
2). Preparation and Readiness Phase
A. Form the Steering/Development Team and determine roles
B. Complete the Campaign Plan based on the findings of the Study
* Premises and purposes
* Timetable
* Goal setting and sharing
* Campaign organization
* Campaign leadership and job descriptions
* Tables of gifts needed
* Named gift opportunities
* Gift acceptance and crediting policies
* Solicitation guidelines
* Premises and purposes
* Timetable
* Goal setting and sharing
* Campaign organization
* Campaign leadership and job descriptions
* Tables of gifts needed
* Named gift opportunities
* Gift acceptance and crediting policies
* Solicitation guidelines
* Campaign communications and events
* Case statement
* Solicitation stages and phases
* The role of the capital campaign
* Role of the Board
* Campaign budget
* Methods of evaluation
C. Establish Development or Campaign Office
D. Hire necessary staff
E. Recognize and recruit a leadership team prepared to lead by example
F. Recruit, educate, and inspire a dynamic team of volunteers
G. Craft and articulate the final Case for Support along with other strategic communications and marketing materials
H. Conduct further research into current constituencies and possible “Gifts in Kind”
I. Campaign Announcement
J. Begin executing marketing and awareness strategies
K. Cultivation events conducted
L. Begin to secure commitments of Leadership Gifts
M. Establish Foundation if needed
3. Implementation Phase
A. Campaign commencement
B. Leadership Gift Phase
C. Special campaign launch events conducted
D. Marketing and awareness strategy execution continues and intensifies
E. Presentation to various constituencies
F. Special gift phase visits for all key constituencies
G. All constituent groups solicited
4. Follow-up Phase
A. Analyze campaign for follow-up plan/program
B. Report to the board
C. Follow-up program/plan implemented
D. Design on-going Development Program
DON’T MAKE THE BIG MISTAKE:
Before you jump right in there start asking people for money (which is the #1 mistake most people make), you need to prepare your case. The extra time you put into the details, the more successful you will be.
Let me repeat, success lies in preparation and the details. Don’t let members of your team just jump right in there without doing your home work. Remember two things:
- It’s not “Ready – Shoot – Aim”
- You need the right person, communicating the right message, to the right audience, at the right time, and in the right way to get the donation you want (don’t forget this!!)
- Asking people for money is the last step in the process -- fundraising is 80% cultivation and 20% asking
- People give to people
- The more people participate the higher the level of ownership and the more they will want to give to empower the vision
- Givers tend to ask two key questions:
- How was my donation used?
- What effect did my donation make?
- Tell stories of what is being accomplished
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The Mayonnaise Jar and 2 Cups of Coffee
When things in your life seem almost too much to handle; when 24 hours in a day are not enough; remember the mayonnaise jar and the 2 cups of coffee...
A professor stood before his philosophy class and had some items in front of him.
When the class began, he wordlessly picked up a very large and empty mayonnaise jar and proceeded to fill it with golf balls.
He then asked the students if the jar was full.
They agreed that it was.
The professor then picked up a box of pebbles and poured them into the jar.
He shook the jar lightly.
The pebbles rolled into the open areas between the golf balls.
He then asked the students again if the jar was full.
They agreed it was.
The professor next picked up a box of sand and poured it into the jar.
Of course, the sand filled up everything else.
He asked once more if the jar was full.
The students responded with a unanimous "yes."
The professor then produced two cups of coffee from under the table and poured the entire contents into the jar, effectively filling the empty space between the sand.
The students laughed.
"Now," said the professor as the laughter subsided,
"I want you to recognize that this jar represents your life.
The golf balls are the important things--your family, your children, your health, your friends and your favorite passions---and if everything else was lost and only they remained; your life would still be full.
The pebbles are the other things that matter; like your job, your house and your car.
The sand is everything else---the small stuff.
"If you put the sand into the jar first," he continued, "there is no room for the pebbles or the golf balls.
The same goes for life.
If you spend all your time and energy on the small stuff, you will never have room for the things that are important to you.
"Pay attention to the things that are critical to your happiness.
Play with your children.
Take time to get medical checkups.
Take your spouse out to dinner.
Play another 18.
There will always be time to clean the house and fix the disposal.
Take care of the golf balls first--the things that really matter--
Set your priorities.
"The rest is just sand."
One of the students raised her hand and inquired what the coffee represented.
The professor smiled.
"I'm glad you asked."
"It just goes to show you that no matter how full your life may seem; there's always room for a couple of cups of coffee with a friend."
Smile and enjoy your day.
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To your success,
Douglas Halladay
President and Founder
4316 Arthur Drive,
P: 604.868.0002/F: 868.472.8737/Email: info@halladayeducationgroup.com
www.HalladayEducationGroup.com
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ANSWERS TO THE ST. PATRICK’S DAY QUIZ
1. Bono, The Edge, Adam Clayton and Larry Mullen Jr.
2.
3. Green representing Roman Catholics, orange representing Protestants and white in between representing living together in peace.
4. Hearts, moons, stars and clovers. Shapes added to later versions of the cereal included horseshoes, pots of gold, rainbows and red balloons. (Extra credit answer: "They're always after 'me Lucky Charms." Or, "They're magically delicious.")
5. Father Flanagan. (Extra credit answer: "There is no such thing as a bad boy.")
6. To scare away the devil.
7. Four. The usual distilling age is 7 to 8 years. Premium Irish whiskies are aged many more years.
8. A cobbler or shoemaker.
9. "Manly, yes, but I like it too."
10. Lamb or mutton chops.
11. 1845 to 1849.
P.S. If you’d like more information about how Halladay Education Group can help you with the following services, please email info@halladayeducationgroup.com or call us at 604-868-0002:
- Head of School Searches and Evaluations
- Coaching for Chairs and Heads
- Markets, Recruiting, and Admissions
- International Development Projects
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