Inspiration

This inspirational account from the Cambridge Learning Center was selected for our first monthly Inspiration contest. (Visit here for contest details.)

Cambridge Center Director Jen Navicky said she was "absolutely delighted" when she learned her narrative had been chosen. "I think it's really important to communicate to all the Centers the success students are having," Navicky said. "I can't wait to let (the girls featured) know they won us a contest!"

In the following narrative, Jen Navicky shares the successes of two of her Center's earliest students:

Each spring I try and touch base with our graduates… These girls happen to be “firsts,” but they mirror many of the children who have attended over the past 8 years. They both spoke at the opening dedication ceremony in the Fall of 2001.

Megan Eckelbarger was one of the first 2 children tutored at the Learning Center beginning in April 2001. She was 10 years old.

Leah Green began in the fall 2001. She was also 10 years old. She became our first graduate. I remember when she came to me and said, “I have gained so much from this, and I think I can go on alone now. I want to give my spot to someone who is struggling as much as I was several years ago.”

Both girls are now 18 years old and are graduating from Mid East Ohio Career and Technology Centers in May. Megan goes to the Buffalo campus and Leah goes to the Zanesville campus. They graciously returned to share their stories.

Question: What do you remember about your reading problems before you started at the Learning Center?

Megan: I would come home and cry every night when I had to do homework. I loved school, but I just couldn’t do the work. I couldn’t read it. My mom went to the school to get me tested so I could be on an Individualized Education Plan (IEP). This only helped a little. My grandpa was a Mason and had watched my mom struggle with the same thing. He found out about the Learning Center and got me here.

Leah: I had lots of trouble in school especially when I had to read out loud. The other kids laughed at me. My mom had to go to school again and again and ask them to help me. My teacher, Mrs. McGuire, got me tested. Then I would go to a special room and read out of a book that was a little kid’s book. I was very embarrassed to carry it around with me. A neighbor, Mrs. Messino suggested that we contact the Learning Center because she knew what you were doing here.

When I asked them what they remembered about the tutoring sessions, they both felt the one-on-one tutoring helped them feel successful. In classes they felt like they were always behind everyone else. They also mentioned the work with the Layers of Language where we delve into Anglo Saxon, Latin and Greek prefixes, roots and suffixes. Latin words are longer and help to increase students’ vocabulary. Greek is usually used for scientific terms. Megan is finding this helpful for the complicated terms in the courses of the dental assistant program she is currently in. Leah even remembers the color of the cards she used and many of the details of the words.

Both girls remembered when things got easier for them in school. Leah remembers being able to read chapter books instead of children’s books. She was delighted with her success and would take things home to read to her mom. Megan remembers reading about famous painters. She took French in school and loved it. (French is Latin and Greek based.) She felt like she knew some of it before she began the class. She now enjoys reading to the children at her job in Zanesville.

Question: What do you see in your future?

Megan: I will graduate in May from the dental assistant program in Buffalo OH. Next I’m going to look for a job in a dentist’s office. I may also begin classes at (Ohio University Zanesville) in their radiology program. In the future, I plan to go to the expanded function dentistry program at Jefferson Community College. Someday I’d like to go to dental school and open my own dental office.

Leah: I will graduate from Mid East Career and Technology Center in Zanesville in the early childhood program. I want to help children. Next year I want to go to Ashland University. I’ve gotten an academic scholarship there and also to Muskingum College. I have had all A’s every nine weeks for two years and am President of the National Honor Society. I will complete a degree in early childhood intervention K-3; Special Education. Right now I volunteer at Central Elementary and work with some special education children. I want to be a role model for other kids who struggle. I think I can be a good example for them and encourage them to never give up. I’m proud to be the first graduate of your program and I have an obligation to help others.

Question: What would you tell other children who struggle and their parents?

Megan: Both my parents and my grandparents helped me. I’d like to tell parents that it helps their kids to pursue their goals if they have exposure to many areas. I had good experiences with my orthodontist and my eye doctor that made me want to do something similar to what they were doing. While we were tutoring, we joked about being “word nerds.” I’m glad I am one because it really has helped me!

Leah: I’d tell them, “Never give up!” This is very important for parents too. They need to keep advocating for their child. My mother was very important in my successes so far. I came a long way in a short time. I can remember when things began to get easier for me. I was afraid things would be too hard in Junior High and High School but I found I could do the work and I found many classes that I enjoyed like speech and language arts. This was a surprise for me.

Both Megan and Leah are mature, articulate and confident in their abilities. They avoided becoming discouraged because they knew they were smart but weren’t able to show this in their schoolwork.

I was particularly gratified to hear both Megan and Leah emphasize their work with Anglo-Saxon, Latin, and Greek words. This knowledge improves vocabulary and reading comprehension but I hadn’t thought of the benefits when going into specialized programs like the dental program in Zanesville.

To overcome reading problems takes a complicated mix of efforts by many. Parents, the school, outside help, increased maturity, and meaningful experiences all have to be coupled with intense effort by the students. Our tutors are very proud to be members of the team helping these students. It is gratifying when all the factors fall into place.

Both girls and their family support systems are to be congratulated. They are the epitome of the wonderful 32º Masonic program. They prove (once again) that our area is very fortunate to have this program funded by the Scottish Rite Masons.

Ideas That Work

Letter Writing 101 (part 1)

Today, while the first cool breezes of September kiss the pines and maples of the Lexington campus, I want to begin saying a few things about Fund-raising letters.

Fund-raising Letters are an art form. They are often not mail one eagerly anticipates receiving, yet when well written, they can move people to send money for things they might not have thought they really cared about. They may be both informative and evocative. Successful letter writing is a science and a skill. If you do it right, you may be rewarded with financial success (or maybe not). A bad letter means certain financial loss.

Let me start for the top then and offer you in the first of two entries, some advice about fund-raising letters:

• Start with a need. What is the point of your letter? You will soon compose a rhetorical case which ideally ends with the reader responding to you (giving money, volunteering, etc.). As you begin, be clear you know what the need is and how you want the reader to respond. This is important, because uncertainty is the enemy of response-focused composition.
• Determine if a letter is the appropriate vehicle for for your request. I knew a person who sent a direct mail letter seeking new board members. This is not a good use of the medium. A mass-mailed letter does not deliver the gravitas that a board membership invitation requires and deserves. Generally the same is true for major donations, which demand great personalization. Instead, letters succeed with a request for support that can be quantified at a convenient level - say, $50 memberships, or support of the 2010 walk program.
• Fire up your need. Back when I worked raising money for hospitals a colleague (no longer employed) said she asked recipients a recent appeal to increase the cash on hand of the hospital where she worked. Ugh! Are you raising money to "keep the lights on"? No, you're raising money to offer another child, just as precious as your own child or grandchild, the one in a lifetime opportunity to have a future unhampered by dyslexia. The lights are simply the means to this end. Drill down to the bones of what you are offing and find the spark that will inspire the reader.
• Tell a passionate story. The late anthropologist Joseph Campbell said that humanity is a race of storytellers. Most of us respond to powerful personal narrative than cold facts. Find a story that suited your letter. Tell it in an exciting way. Use the line of narrative from which to sparingly depart with relevant supporting information. And remember the reader. You want the reader to be moved, not bored.
• Keeping the reader's interest in mind. Yes, you have needs, but if you write thinking only of yourself, I guarantee a poor response to your letter. Constantly bounce between perspectives when writing. As the writer, describe your needs. But then, get on the other side of the table and pretend you are a recipient of this appeal. Has the writer kept you interest? Is it clear what is wanted?

This is a good start. To be continued, September 8...

News You Can Use

Understanding the Soul of Fund-raising

I know I can be a little repetitious in my sermons on fund-raising. I base my words on 26 years of experience in the field. I've worked with many organizations just like ours. The questions you have and the tactics you suggest often are similar to ones that I've heard or seen before.

In the end, the secrets to successful fund-raising are simple:

• People generally need to be asked, ideally by someone whom they respect and who has already made a commitment.
• People cannot give equally unless you ask for a gift that is the lowest common denominator of the group. Ask proportionately in accordance with capacity to give.
• Individuals are by far the most generous donors, giving more than 8 out of 10 dollars donated.

More and more research is coming out which peers into the motivations for giving. One of the current leaders in this emerging field is John List at the University of Chicago. You can find an article on his work on the Crain's Business Chicago site here. A couple quick takeaways include research showing that the recession gave people more of an excuse for not giving than truly eroding capacity to give. Also, giving is highly social, and so have the right person asking is important. Finally, passive fund-raising, such as fliers and mail are not nearly as personal approaches like meetings and phone calls.

Remember the scarcest commodity most boards have is bodies willing to do the fund-raising. Consider List's recommendations as you plan for the coming year.

Inspiration

"If I felt any better, I wouldn't be able to stand myself."

-Maurice (Benny) Heater
Allentown Learning Center
Board Member

That is the general response when you ask Benny how is. He's not lying. You would be hard pressed to more enthusiastic person. Or one who loves the Learning Centers more. Benny is a constant source of activity and good humor. He is a Shrine Clown, and irrepressible joker. But when it comes to the Learning Centers he can get very serious. What we do your these kids is nothing short of miraculous, he'll tell you. As a result he is a fearless advocate, not caring even what Learning Center he's helping (Benny recently helped secure a $10,000 donation for Bloomsburg, PA)

The secret of his success is one part commitment, one part enthusiasm and one part good humor. It is this mix that inspired the following event at the 2009 Supreme Council Builders Council Breakfast:

Among the people being recognized at the event was Vic Frederick, whose motorcycle trip around the country raised more than $50,000. Several Learning Centers really worked for pledges for this ride. As a result, Reading LC raised $16,200. The Allentown LC raised $16,000.
When we announced this, Benny and his partner in crime George Nakonetschny approached the dais. They said that in the alphabet, "A" is before every letter in the alphabet. Therefore, Allentown would not be second to anyone. To ensure this, these great men, presented $3,000 to Vic, assuring their Learning Center had raised the most money.

At that moment, Russell Baker, stood up and committed $3,000 more for Reading. Not to be outdone Heater and Nakonetschny pledged $2,000 more to the delight of the 200 people attending.

The zest that Benny Heater shows is not because of the Learning Centers. He seems to enthusiastically greet every day. However, we should all be happy that Benny focuses a fair piece of this positive drive to benefit our Learning Center.

Ideas That Work

A recipe for success: a little bit of everything

I recently spoke with a board chair whose Center has undertaken a massive fundraising effort. At the end of the conversation I asked him if he had any fundraising advice for other Centers. His answer? Explore all the avenues.

Most likely the operating costs for your Center aren’t going to be covered by one donor or one event. That’s why I’ve put together a brief overview of some of the fundraising ideas we've covered on the blog. Check out the list below. Maybe there’s an avenue you haven’t explored yet.

• Grants: Applying for a grant can be intimidating, but we’ve put together some materials to help streamline the process as much as possible. Download the GrantAID Kit here for templates, or check out some successful proposals we’ve done here. (Just be sure to register for the forum first if you want to download the proposals.) Keep in mind that the real key to seeing grants awarded to your Center is connections. If you don’t have a direct connection, at least contact the Foundation first. Read this article on the importance of making contact with foundations.


• Major Gifts: As with grants, look among your supporters for connections to community members with major giving potential. Check out this post about how New Jersey supporter started the 5/10 Club for donors who have made operating gifts of $5,000 or $10,000. With a pledge of $10,000 or more, donors can be enrolled in the Builder's Council. For brochures and more information on the Builder's Council, Charitable Gift Annuities or Bequests, contact the Development Office.


• Special Events: Staff members in Lexington have developed four major event kits to take you through the process of planning a special event kit. (Events include a walk, golf outing, gala and wine tasting, and kits can be downloaded here.) Of course, there are endless fundraising ideas. Check out this post on how one Center got parents involved in a yard sale. Choose events that fit your community. An event that worked for one Center may be not be worthwhile for another.


• Sponsor A Child: People give to people. That's why Sponsor A Child is such an effective program. For $5,000, a donor can completely cover the cost of tutoring a child at the Center for one year. If $5,000 seems too high to ask some donors for, consider asking five donors for $1,000 each. Or start a Sponsor A Child club, outlined here, like the West Michigan Learning Center did. By accumulating donations until they reach the $5,000 needed to sponsor a child, the club helps donors feel like they're making a difference regardless of the amount they're able to give.
  
• Connect: The Idea Hub Forum was designed for Center directors, board members and volunteers to provide feedback and connect with other supporters. If you’re feeling stuck, need inspiration or ideas, or simply want to be heard, register for the forum and start posting your thoughts.


• Publicity: As we’ve seen from last week’s News You Can Use post, publicity is an important way to make your community aware and interested in the work your Center is doing. Have a special event coming up? What about a student or graduate who’s made some incredible strides? Contact your local television station, radio station or newspaper and let them get the word out for you!


• Contests: We’re in the midst of our second Idea Hub contest, where you can win money for your Center simply by submitting an inspiring story. (Check out the complete details here.) If you're stuck, consider asking parents to put together a narrative on their child. Good luck!

News You Can Use

Bringing the Case to the Airwaves

How many times have we said, "Our Learning Centers are our best kept secret?" The truth is that we need much more media exposure. It is very possible to get TV and newpapers interested in our work. It just takes passion and persistence.

Take as a case in point the work of Georgina Sible whose daughter graduated from the Altoona (PA) Learning Center. In March, she heard that Lexington funding for the Center was being halted in September, imperiling the future of the program in her town. This cased her to spring into action. Sible contacted the local newspapers and TV station and told them about the great work the Learning Center accomplishes as well as its plight. As a result news teams attended the March board meeting and pieces were run prominently in the news. You will find the article in the Altoona Mirror here and the TV article by clicking the image below:
Regardless the nature of your Learning Center's finances, we have a compelling story to tell. You can get exposure if you follow Sible's example:

• Try to know who is the right media person to speak with. Sible says she watches the news regularly and sent an email to the reporter who generally covers this area. The response was almost immediate.
• Tell the important points. The Center helps children with dyslexia. Free. At risk of closing. That creates impact.
• Don't be afraid to be persistent. Passion about the issue often brings results.

It is too early to fully assess the impact of this media blitz. I am told that a foundation contacted the Learning Center and encouraged them to submit a proposal. Also, the registrations for the Dyslexia walk are up, including participation by the PSU Altoona men's and women's soccer teams.

Good news travels, so long and you are willing to deliver it!

PS- for another great video example, check out the coverage for the Nashua Learning Center:

Inspiration

"Every man has the right to be all he can be, to know all he can know."

-Bishop John Heyl Vincent
Founders Day, 1888
Chautauqua Assembly

These powerful words drove a man and his movement more than a century ago in a way that ensures it endures to this day.

John Vincent began life of humble means in Alabama in 1832. He became a circuit riding Pennsylvania minister who spent more than a decade developing a new method of Sunday school. This passion developed into the establishment in 1874 of a summer training place to further educate Methodist Sunday school teachers. This place on Chautauqua Lake, NY became known as the Chautauqua Assembly.

The concept grew in scope as Vincent expanded his vision to include people who, like him, lacked means but desired to learn more. The Chautauqua Scientific and Literary Circle grew to a movement, with hundreds of thousands of people taking part in courses or enrolled in the Chautauqua College. Today the campus thrives every summer with all manner of people comming to celebrate knowledge, faith and the arts. For a glimpse of this impressive man please read this biographical sketch.

This quote is painted over the lobby of the Chautauqua Athenaeum, the grand hotel on the Chautauqua campus. I find it to be in keeping with our beliefs about the young people we serve, don't you?