Generations2016 • Annual Report

Dear Friends,

“Education is the greatest social and economic equalizer.” This guiding principle has been the cornerstone of our family’s support since the earliest days of the Foundation. The organizations we work with across the Dayton community continue to validate this core belief through the positive ways they impact so many students who face the greatest challenges to success.

Our family sees the many factors that create quality educational opportunities. We are committed to the implementation of programs like City Connects (page 18) that help ensure students can be successful, and that their basic needs are met, from the earliest and most formative years of school through completing college prepared to enter the workforce. However, we are also committed to developing and supporting the leadership it takes to make these programs successful, and we have seen talent grow firsthand through the Catholic Leadership Institute Program (page 04).

In October 2016, we asked grantees from the prior two years to participate in a survey conducted by the Center for Effective Philanthropy. More than 80 percent participated in the survey and shared valuable feedback about their experiences and interactions. We are grateful for the level of participation and are using what we learned to inform decisions within the Foundation as we continue to engage future generations of our family in our work.

On page 12, you can see some of the critical services the second generation of our family has supported through their own grantmaking with the Foundation. While we each have our own favorite programs, our family’s grantmaking still unites around the common mission of transforming the lives of children. We are proud to continue this work and remain grateful for your support.

God’s blessings on all your work,

VISIONSHARING GOD’S

BLESSINGS BY PERPETUATING A

MULTI-GENERATIONAL FOUNDATION

COMMITTED TO PHILANTHROPIC

EXCELLENCE.

02 03generations table of contents

Timothy L. MathileMaryAnn Mathile

generations 2016 annual report

A PASSION TO LEAD “ We’re so isolated in our buildings, yet we are all

dealing with very similar issues. It’s hard, and it can be overwhelming. But I can call any one of them… We’ve formed quite a bond. These aren’t just colleagues, they’re friends.”

12 • INFOGRAPHIC: SECOND-GENERATION PHILANTHROPY Today, the second generation is fully engaged and supports many different programs that transform the lives of children.

10 • CONNECTIONS THAT CARRY FORWARD “ Our thinking has shifted to how we can assist, now, a family member at the table, as opposed to the masses.”

14 • SUPPORT WHERE IT’S NEEDED MOST “Sometimes students will quit on themselves because their life situations are too difficult. We say, ‘We're here to support you. You can do it.’”

18 • HOLISTIC ADVISORY “I am open-minded to new things. Messy things. Things that may not always work out when you first start, but you dig in and try to find the answer.”

PG. 04

in this issue

MISSION

TRANSFORMING THE LIVES OF CHILDREN.

04

t’s all about the heart. If you ignite them, they’ll ignite others.” Toni Moore’s words vividly communicate the mission of the Catholic

Leadership Institute Project (CLiP), a program designed to “relight the fire” of Catholic school principals and those they serve. These leaders are passionate about their work and strive to lead staff, students, and communities effectively, but they may struggle with an overwhelming workload and lack of resources or support.

“It’s easy to get swallowed up in the role,” explained Moore, a CLiP facilitator. “The culture of Catholic schools has always been for the religious who work 24/7. Now, many of our faculty and principals who have families are trying to juggle all that—they’re the lunchroom monitors, the playground monitors, plus they’re doing all of the principal’s duties. But if they take care of themselves and they continue to engage in their own development, their schools will be better places for children.”

CLiP is a multi-year, multi-dimensional project to help principals better manage the seemingly endless responsibilities they often confront in their roles. The goal is to develop three areas of leadership: educational, spiritual, and organizational.

I

05generations a passion to lead

passiona

to lead

generations 2016 annual report

“The whole idea for the program really rests on the notion of holistic leadership,” Moore said. “Historically, Catholic school leaders have been trained as educational leaders. They go to retreats to get spiritual awakening or rest or respite, and then they go to skills training—they’re separate things. So what we’ve tried to do is blend it into one.”

LESSONS IN LEADERSHIPCLiP includes four cohorts, each with six to eight principals from Catholic schools in the Dayton region of the Archdiocese of Cincinnati. They meet monthly from September to June for full-day sessions to learn from professional instructors and facilitators, as well as one another. A key goal of the CLiP program is implementation

of professional management methods using the Aileron DOC Model (Direction, Operation, Control) to improve schools’ operations and plan for sustainability.

“Professional management helps them learn how to run their schools like a business and become more fiscally responsible,” said Jay Meyer, Aileron business advisor and CLiP facilitator. “Funds are not as plentiful as they used to be for Catholic schools, so they need to build stronger business acumen. Learning how to run schools more strategically also creates clarity and focus not just for them, but for their teachers and students as well.”

The professional management curriculum is introduced during the first year and deepens each year. Over time cohorts focus

more on personal leadership skills, and in their fourth year, principals form peer groups for ongoing support as they address challenges using what they’ve learned. After completing the program, participants can lead new CLiP cohorts of their own.

SOARING SPIRITSWhile professional management is crucial, CLiP focuses on spiritual and personal growth as well. On March 9, nearly 30 CLiP participants attended an event focused on spiritual leadership at the Bergamo Center in Beavercreek. The event featured guest speakers Most Rev. Joseph Binzer, Auxiliary Bishop of the Archdiocese of Cincinnati, and Chuck Mallue, former manager of organization development for Walt Disney Parks and Resorts.

Bishop Binzer began the morning with a presentation

07generations a passion to lead06generations 2016 annual report

09generations a passion to lead

“ They’re all about the mission of educating these kids. And it’s not about money, not about trying to look good.”exploring 11 aspects of spiritual leadership and their relevance for principals. Attendees then broke into their cohorts to discuss their individual progress, challenges, and opportunities in light of Binzer’s teaching.

After lunch, Mallue introduced the group to the SCARF model. The model explains that people are strongly socially motivated, driven by an intense need to maintain status within their social groups and avoid exclusion. Our perceptions of a social situation (including potential threats or rewards) are based on five key factors: Status, Certainty, Autonomy, Relatedness, and Fairness (SCARF). Again, cohorts met to discuss their experiences and challenges using the SCARF model.

SHARING AND SUPPORTWhile CLiP participants learn a great deal from program leadership and guests, the connections they forge with one another may be even more valuable.

“We’re so isolated in our buildings, yet we are all dealing with very similar issues,” said Chrissy Buschur, principal of

St. Helen in Riverside. “If I didn’t have CLiP, I honestly don’t know if I would’ve stayed, because the job is lonely. It’s hard, and it can be overwhelming. But I can call any one of them and say, ‘Hey can I just talk for a couple minutes?’ We’ve formed quite a bond. These aren’t just colleagues, they’re friends.”

“We try to create a trusting environment,” Moore agreed. “The principals can come in, and they can be real with each other. It’s hard work. And we try to grow these leaders, and they can then grow their teachers and students. Typically change comes from the top down.”

Buschur has seen this play out at her school, where staff members recognize how important CLiP is to her and support her involvement.

“They know the impact that CLiP is having on me as a leader,” she said. “They’re seeing the positive results—that I’m able to bounce ideas around, then we can come back and problem-solve in house. CLiP has really been key in why I’m doing this and why I continue to do this.”

Moore, a former Catholic school principal herself, said

the opportunity CLiP provides principals is so unique that it would have been “unimaginable” during her time as a school leader—and its impact has been undeniable.

“We never got training like this,” she said, “so I think my gratitude, and the gratitude of the principals, is just endless. The opportunity to come together and be exposed to all of this is a real gift to Catholic schools. It’s a little hard to measure sometimes, but they’ve expressed to us how CLiP has changed their lives, and they couldn’t make it without it.”

08generations 2016 annual report

rates for Rosary alumni. The numbers gave both educators food for thought.

“We started talking about how we could do better by Rosary students,” Loffer said, “preparing them for a rigor of a high school like Chaminade-Julienne.”

The more they talked, the more some form of collaboration made sense, given the many natural connections between the schools. Both are storied institutions that have been serving their communities for more than a century. Both are striving to make urban Catholic education strong and sustainable in the Dayton region. And both share a common guidance model in City Connects.

Following those early discussions, others quickly got involved. A joint retreat brought faculty from the schools together to share their experiences and exchange ideas. They discovered that opportunities to help prepare Rosary students for success in a rigorous high school program—and help CJ better serve incoming students with a range of needs and experiences—were abundant.

Simple things like using the same terms in math classes, not assigning the same readings in English classes, and incorporating common technology like Chromebooks and Internet applications

helped ease students’ transition between the schools. Small changes like these paved the way for more formal initiatives, such as having CJ seniors involve Rosary students in their capstone projects, bringing students together for community events, and sharing some staff and services (volunteers, a music teacher, maintenance support).

While it’s easy to see how the collaboration helps Rosary, Marshall is quick to point out that the alliance strongly benefits both schools. CJ has always been proud of its diverse population and efforts to help all students succeed, but the alliance has helped make these concepts more real and immediate.

“It personalized it, and it focused us,” Marshall said. “Our thinking has shifted to how we can assist, now, a family member at the table, as opposed to the masses.”

In addition, Rosary students often go on to play an active role in the CJ community, achieving and inspiring success in the classroom and beyond. In fact, two Rosary students in this

year’s graduating class received full scholarships to attend the University of Dayton.

“We become better because of them,” Marshall avowed. “It's a two-way street.”

Loffer has no doubt about the impact of the alliance for Rosary students, families, faculty, and staff, including herself.

“I’m energized again,” she said. “I’ve been reinvigorated. In education, sometimes you feel like your hands are tied and you’re just doing the day-to-day stuff and there’s no bigger picture. This alliance not only gives me a chance to see that bigger picture, but to dream for my kids.”

Marshall shares her enthusiasm, and the two look forward to strengthening their collaboration in years to come—as well as expanding the model beyond Rosary and CJ.

“More elementary schools working together with more high schools,” Marshall said, sharing his vision for the future, “in alliance to make all Dayton-area schools better.”

10 11generations generations2016 annual report connections that carry forward

that carry

When Jacki Loffer, principal of Our Lady of the Rosary School (Rosary), and John Marshall, principal of Chaminade-Julienne Catholic High School (CJ), connected through CLiP, they didn’t anticipate collaborating outside of the program’s periodic group sessions. Once the president of CJ and the pastoral leadership of Rosary began a

dialogue about how the two schools could work together to support their mutual students, however, Loffer and Marshall quickly got involved.

Rosary serves students from kindergarten through eighth grade, many of them from families living in poverty, speaking English as a second language, or confronting other

challenges. Rosary graduates often move on to CJ, and the transition can be a struggle. The leadership of both schools recognized this fact and believed coordinated support could help equip incoming students for academic success.

Marshall and Loffer began by reviewing data on placement testing, grades, and graduation

connectionsforward

Since its foundation five years ago, the Catholic Leadership Institute Project (CLiP) has aspired to forge strong, enduring connections

among leaders from diverse schools. Today, two members of the inaugural CLiP cohort are proving that this goal is not just

attainable—it can also be a transformative force for positive change.

13generations second-generation philanthropy

The Mathile Family Foundation was founded in 1989 to unite generations of the Mathile Family through philanthropy.

Today, the second generation is fully engaged and supports many different programs that transform the lives of

children. Here are some of the ways they’ve advanced the Foundation’s mission.

FOOD & SHELTER

FAITH DEVELOPMENT

ADOPTION SERVICES & SUPPORT

SCHOLARSHIPS & TUITION ASSISTANCE

K-12 EDUCATION

SCHOOL IMPROVEMENT

AND RESOURCES

STEM & ARTS EDUCATION

COLLEGE SUCCESS AND POST-SECONDARY

RESEARCH

FAMILY & YOUTH DEVELOPMENT

CHILDREN’S HEALTH, MENTAL

HEALTH, AND WELLNESS

12generations 2016 annual report

370GRANTS AWARDED:

MILLIO

N

$10.1TOTAL GRANT SUPPORT:

“Sometimes students will quit on themselves because their life situations are too difficult,” Davis said, “so it takes the partnership of their advisor, their teacher, their principal, whomever to say, ‘We're here to support you. You can do it.’”

That pledge of support goes far beyond simple words of encouragement for Davis. She works closely with teachers and students on a daily basis, developing programs and implementing plans to make everyone’s time in the school as productive and effective as possible. This sometimes requires creative solutions to persistent problems.

Facing a shortage of volunteer tutors, for example, Davis enlisted support from University of Dayton graduate programs, arranged group sessions for students with similar needs, and set up a peer tutoring program to pair students who are excelling with those in need of support. In a similar vein, she established “working lunch” sessions for students to get help with schoolwork during lunchtime. Participating in working lunches has helped dozens of students catch up on assignments, reinforce skills, and ease the burden of homework.

In other cases, the solution may involve dipping into the hair bow bucket.

It may sound silly, Davis admits, but something as simple as a hair bow can make a dramatic difference. Students living in poverty may start the day without anything to eat, let alone nice clothes or help with their hair. In some cases, this makes it difficult to focus on schoolwork.

Davis described a typical encounter with a student who arrived at school disheveled after a rough morning.

“She was embarrassed to go to class,” Davis said, “but we put in some cute bows that we got through donations, and she’s back in class, and she’s learning.”

The small, subtle interventions matter, Davis insists, but the impact of offering students support beyond the classroom can also be profound.

“We had a student with a history of low esteem,” Davis said, including problems with bullying and suicide attempts. Through a community partnership with the YWCA, Davis helped her get involved with a program called Girls, Inc., “and her mother was so excited, she broke down crying in the lobby.”

This kind of outcome is possible because DECA is committed to the City Connects model, which takes a holistic approach to student success by considering physical and mental health, social and behavioral factors, and other factors outside the classroom that can affect academic performance. With her background in social work, Davis finds this approach both natural and effective. She also appreciates having a proven model and support network

to leverage, given how much of her role involves breaking new ground and coming up with novel solutions.

Of course, seeing the results of her efforts—and hearing that they are making a difference—also goes a long way.

“What makes DECA special is that people are so nice and they’re encouraging to help you get your grades up and make sure that you don’t fail,” said Taeyanaeh Crum, a sixth-grader at the school who hopes to be a physician someday. “They push you to do better in school.”

Jailen Duncan, an eighth-grader who aspires to a career in engineering, agrees wholeheartedly.

“Without DECA, I wouldn’t know half the things I know now,” he said. “In my eyes, there’s no school in this country that is better. No middle school anywhere is better than DECA.”

15generations support where it’s needed most

neededsupportwhere it’s

mostIn her role as City Connects coordinator at DECA Middle School,

Brittany Davis knows that students living in poverty or confronting other serious challenges often face steep odds in pursuing academic

success. Her message to them is simple: “Don’t give up.”

14generations 2016 annual report

16generations 2016 annual report 17generations support where it’s needed most

“ THE GREATEST SOCIAL AND ECONOMIC EQUALIZER IS EDUCATION.”THE MATHILE FAMILY

hen it comes to driving real change and making a difference for students, Debbie Fobbs

doesn’t mince words: “It’s going to be messy.”

For Fobbs, an advisor implementing an ambitious pilot project at Sinclair Community College in Dayton, the term “mess” speaks to the challenges of helping students overcome complex, often daunting barriers to academic success. However, it also embodies the exhilaration involved in developing innovative new programs that

promise to help more students thrive in the classroom and complete college.

Since the fall of 2015, Fobbs has been at the center of a groundbreaking collaboration between Sinclair and City Connects. The goal is to leverage the City Connects model, which was developed by educators at Boston College for use with K-12 students, to help develop a holistic approach to advising in a post-secondary environment.

In many ways, the partnership makes perfect sense. Many Sinclair students face significant financial or personal challenges, such as poverty, physical, or

mental health issues, or family situations that can profoundly affect their ability to succeed in college. A core focus of City Connects is to help overcome these non-academic barriers by providing more holistic student support.

In other ways, the differing needs of K-12 and college students represent a significant disconnect. For example, rather than spending most of the day in a single building, Sinclair students often attend classes for a few hours per day in locations across a sprawling campus. They may be caring for children or other dependents, or holding down a full-time job,

and many may not have set foot in a classroom for years, or even decades. Even in the best cases, adult learners bring different needs and expectations to their school experience.

“The general needs are the same” for K-12 and college students, said Mary Walsh, Ph.D., founder and executive director of City Connects. “It’s how you deliver the support that will allow them to be successful and thrive academically, that differs as a function of the setting.”

Figuring out what works is an ongoing process that involves both progress and setbacks,

but Fobbs has embraced the challenge.

“I am open-minded to new things,” she said. “Messy things. Things that may not always work out when you first start, but you dig in and try to find the answer.”

For example, she learned that financial aid can be a pivotal stumbling block and warning sign. Financial paperwork and processes are often confusing, and a single omitted signature, incorrect fact, or missed deadline can create havoc. For students who need to withdraw from a course, the timing can affect whether or not—and how much—they may owe, and being aware

of those charges can mean the difference between a smooth resumption of coursework in the future, or the decision not to return at all.

Fobbs developed approaches to help address issues like these, refined them based on results, and documented many as recommended practices. This process of discovery and documentation is essential in order to scale the pilot program, which involves a few hundred students, to serve the many thousands Sinclair serves.

Kathleen Cleary, associate provost for student completion, sees Fobbs’ work as the

Wadvisory

18generations 2016 annual report 19generations holistic advisory

holistic

culmination of an ambitious, multi-year effort to increase college completion rates by more than 50 percent. The initiative began with changes

to developmental education programs, proceeded to an overhaul of curriculum and course requirements, and a thorough investigation of any policies and processes that affect student success.

The college had already made strides toward a broader approach to advising and experienced promising results, but the model’s budget and staffing requirements weren’t viable at a college-wide scale. Really getting to know students

and gaining enough trust to have meaningful conversations about sensitive topics like money, health, family, life goals, and the sometimes overwhelming

challenges that stand in their way can take a great deal of time and effort.

Part of Fobbs’ focus, in collaboration with City Connects to build and refine models based on relevant data, is determining

where high-touch interactions can truly make a difference, and when more standardized tools and processes can play a useful role. She meets with every student in her cohort at least four times at key points during their first four months of enrollment.

For example, research shows that many students risk losing momentum and motivation four weeks into the term, so a conversation then can often prove pivotal.

Outside of these scheduled touchpoints, she encourages students to contact her whenever they need answers or advice, and she proactively monitors them through a variety of digital systems, periodic reports, and lists of course withdrawals.

So far, the combination appears to be working, and the pilot will be expanding to three additional advisors and hundreds of new students this fall. Cleary is cautiously optimistic, although she is clear on what it will take to move forward.

“Sinclair is very disciplined about return on investment and data-informed decision-making,” Cleary said.

“It’s all about helping students succeed,” she explained. “Pretty much every decision at Sinclair… is going to be what’s best for students. It’s not what’s best for faculty, what’s best for staff, or what’s best for the college. It’s what’s best for students.”

Fobbs agrees.

“I love these students so much,” she said. “I just love to see them thrive.”

20generations 2016 annual report 21generations holistic advisory

The final piece of the puzzle, Cleary said, “was holistic advising. We wanted to offer academic, career, personal, and financial advising, and completely redesign our advising structure.”

MATHILE FAMILY FOUNDATION BOARD MEMBERSMaryAnn Mathile Co-Chair & CEOTimothy Mathile Co-Chair & President Clayton L. Mathile TreasurerRichard J. Chernesky, Esq. SecretaryDr. Francis J. ButlerDr. Mary E. WalshMichelle Mathile

MATHILE FAMILY FOUNDATION STAFFDonna Beeson Executive Assistant to the Co-Chair & CEOAllison Craig Program OfficerEmily Hughes Grantmaking & Operations ManagerBrooke Katinsky Tsalikova Managing DirectorKippy Ungerleider King Managing DirectorKris Lancaster Administrative AssistantMary Lynn Naughton Managing DirectorNina DiGuardi Vasiliu Senior Program Officer

1. REVIEW ELIGIBILITY AND GRANTMAKING PRIORITIES.ELIGIBILITYOnly organizations that are tax-exempt under the IRS Code Section 501(c)(3) are eligible for grant funding from the Mathile Family Foundation. The Foundation supports projects that align with its mission.

MISSIONTransforming the lives of children.

GEOGRAPHIC PRIORITYWe give highest priority to eligible organizations who serve children in the Greater Dayton area. Organizations who fall outside this geographic scope are considered only under special circumstances.

GRANT AWARDSThe Foundation considers applications for grant amounts of $1,000 and higher. Multi-year funding requests may be considered for up to three years. The size of the request should be no more than 10% of the total project’s/program’s budget.

REQUESTS ARE NOT CONSIDERED FOR:• Endowment funds• Mass funding appeals• Sponsorships

( except under special circumstances)

• Advertising for fundraising events tickets

• Grants or loans to individuals

• Political campaigns or activities

• Organizations outside the United States ( except in very few special cases)

It is the policy of the Mathile Family Foundation to accept only one application per year (i.e. four quarters following the date of the last application) from any organization, except in extreme cases. In addition, all Foundation staff requirements, including the receipt of a final report, must be fulfilled before an organization will be considered for any further funding. If you have multiple programs for which you are seeking funding, then you must complete a single application to cover them and submit it for consideration.

2. SUBMIT A GRANT INQUIRY FORM.GRANT INQUIRY FORMPrior to submitting a full grant application, the Mathile Family Foundation recommends that organizations who have never received funding, or past grantees who are requesting funds for a new project, should submit a Grant Inquiry Form through the Foundation’s website. Although the Foundation does not prevent any organization from submitting a full grant application, submitting the Grant Inquiry Form may save your organization time and resources. Grant Inquiry Forms will be reviewed quarterly and our staff will indicate whether your program is within the mission and funding priorities of the Mathile Family Foundation.

APPLICATION GUIDELINES

3. APPLY FOR A GRANT.APPLICATION FORMATThe Mathile Family Foundation requires applicants to submit applications online.

SUBMISSION DEADLINES: • February 1

• May 1

All applicants will be notified by email when their applications are received. The entire grant process can take up to 100 days from the application deadline each quarter.

THE APPLICATION CONTAINS QUESTIONS RELATED TO THE FOLLOWING:ORGANIZATIONAL INFORMATION:• Vision and mission statements• History and purpose• Brief description of services

provided and service area• Tax filing information in

compliance with IRS regulations

TAX COMPLIANCE INFORMATION:• Audit and tax preparation • Public charity status of the organization• Public Support Test from Form 990• Investable assets information (if applicable)

PROJECT/PROGRAM DESCRIPTION:• Project/program description for requested funding• Statement of need for project/program and

problems it will help address in the community • Profile of population served• Project/program goals with specific measurable

outcomes and indicators of success (priority placed on projects presenting clear and measurable outcomes)

• Timeline of activities to meet project/program objectives

• Total dollar amount requested, along with a line-item project/program budget

• List of collaborating partners in the project/program and their roles

• List of amounts pending and committed by other funders to the project/program

• Project sustainability beyond the period of requested funding

• Projected number of children and/or families the project will serve

PROJECT/PROGRAM EVALUATION:• A plan to measure whether the project met its goals

and outcomes, specifying tools and/or methods for measuring progress and success

• How the organization defines the success of the project

• Use of project evaluation results

SUPPORTING DOCUMENTATION:• One-page cover letter, signed by the chief executive

officer, that summarizes the project and states the requested amount

• Board of Trustees list

• Copy of IRS determination letter verifying tax-exempt status

• List of major financial contributors to the organization

• Line-item budget for the project/program

• Organizational budget for current year

• Organizational budget vs. actual for preceding year

• Current financial statements, including balance sheet, income statement, and statement of cash flows

• Most recent audited financial statements

• Most recent annual report

• Strategic plan

• Form 1023

• Self-change IRS acceptance/acknowledgement letter (only necessary if changes are made to your organization’s charitable purpose that were reviewed by the IRS)

• Most recently filed Form 990

• August 1

• November 1

23generations application guidelines22generations 2016 annual report

To learn more about the efforts of the Mathile Family Foundation, please visit us at: mathilefamilyfoundation.org.

Mathile Family Foundation6450 Sand Lake Road

Dayton, OH 45414 P: 937-264-4600 | F: 937-264-4805