Stephanie Waterman Tennis Foundation
P.O. Box 8425
Kansas City MO 64114
Web and Phone Contact
Telephone (913) 484-4541
Mission Statement

The mission of the Stephanie Waterman Foundation is to provide opportunities through tennis, for the underserved to better themselves through a positive learning environment that promotes academics excellence, personally responsibility, character development and leadership skills. 

Leadership
CEO/Executive Director Mr. Vick Newson
Board Chair Mrs. Lisa Hendricks
Board Chair Company Affiliation Community Volunteer
History and Background
Year of Incorporation 1987
Financial Summary
Revenue Expense Area Graph

Comparing revenue to expenses shows how the organizations finances fluctuate over time.

Source: IRS Form 990

 Breakdown
Net Gain/Loss:    in 
Note: When component data are not available, the graph displays the total Revenue and/or Expense values.
Statements
Mission Statement

The mission of the Stephanie Waterman Foundation is to provide opportunities through tennis, for the underserved to better themselves through a positive learning environment that promotes academics excellence, personally responsibility, character development and leadership skills. 

Background Statement In 1987, The Stephanie Waterman Tennis Foundation-Whole Child Program was established in memory of Stephanie Waterman, a young Kansas City woman who was killed during her junior year of study abroad at Dakar university in Senegal, West Africa. At the time of her death, she was doing what she most enjoyed-teaching tennis and tutoring young children. In light of her passion and the tremendous need for viable youth programming, the program was developed in the local Kansas City area as a year-round prevention/intervention program incorporating both sports and education. The foundation helps children ages 5-18 develop their physical and intellectual abilities and social skills. The foundation has operated in collaboration with Kansas City-area youth service agencies over these 25 years. Participating children have regular tennis instruction from professionals, and have off-court time with life skills coordinators to learn the values of discipline, self improvement and emotional control required by this exacting game and in life.
Impact Statement

Top Accomplishments in 2016:

Participants in the competitive group played in the 10 & U age group. There were 2 tournaments scheduled per month. The players learned how to compete and manage the game. In tennis, the participants are not coached during the match, they have to make their own line calls, and keep score. And most importantly they learned to problem solve and manage any adversities with the other player.

Our most successful student, Lei, comes from a family where both grandparents have been incarcerated (grandfather doing life and grandmother for drugs and prostitution) and the father in and out of jail. And her mother had a “thuggish mentality” until she was “saved”. Lei, was initially challenged in practices and matches because it was not easy for her as in other sports. She quit after 3 matches through April-May. But from the encouragement and faith of her mother, Lei returned to practice and in her first match Lei played the greatest match of anyone I have ever coached. She lost but she played without fear. Lee lost only 1 match the rest of the season. The summer of 2016 changed Lee’s life: She became confident, determined, resilient, respectful, faithful in church, doing well in school and playing winning competitive tennis.

Another participant experienced winning the very first tournament for the group and also won the Arthur Ash Essay Contest on Althea Gibson at the district and section levels. The essay answered “How have your skills in tennis impacted the development of your character and how you address your personal challenges on and off the court?

Efforts also included providing:

 

  1. transportation and participation for numerous kids at variety of tourneys in KC area
  2. winter training for 10 kids at indoor facilities
  3. rackets, shoes and other equipment participants
  4. day & evening instruction during the summer for 20-25 kids
  5. grants to local high school tennis programs in urban areas for needed equipment
  6. Introduced 225 students to tennis fundamentals
Needs Statement
The organization's most pressing needs are as follows:

  1. Active board of directors and Treasurer.
  2. Increased fund development and fund raising capacity
  3. Mentoring capacity
  4. Recruit and engage volunteers
  5. Team van for transportation to section tournaments
Service Categories
Youth Development Programs
Racquet Sports
Educational Services
Areas of Service
MO - Jackson County
Kansas City Missouri urban core and the Hickman Mills school district. All are in high crime areas of the city.
CEO/Executive Director/Board Chair Statement

The Stephanie Waterman Foundation has served over 2,000 underserved children in the last five years. Our objective, generally, is to change their behavior. However, we serve a wide variety of children; ranging from intellectually gifted to having emotionally traumas.

 

Why tennis? When my wife and I were raising our children they played basketball, soccer, baseball, ran track, tennis and my daughter also danced. Tennis stands out because I enjoyed playing and coaching it more than the others. But after researching my question to answer why tennis, I am convinced we are using the right platform to serve children.

 

Psychological development:

The early years of a child’s life (6-13) present a unique opportunity to foster healthy psychological development. This refers to cognitive, emotional, intellectual, social, and moral capabilities. Tennis specific activities represent an extraordinary field of demands that can be leveraged to accelerate psychological development. Few, if any, sports offer such a diverse array of opportunities for psychological development. It is during this timeframe that important life skills are acquired such as: (1) relating to others, particularly peers according to rules; and (2) progressing from free play into structured play that is governed by rules and require constructive interaction with others.

 

Theory of change:

This year the objective is to coordinate all programming activities (tennis, life skills and academic creative engagement) to improve executing our mission. To that end, we are incorporating the Theory of Change (TOC) model process into programming. This TOC process hinges upon defining the necessary and sufficient conditions or activities required to bring about a given outcome. TOC uses backwards mapping which requires us to think in reverse engineering of steps from the long-term goal to the intermediate and then early-term changes that would be required to cause the desired change. This creates a set of connected outcomes known as a “pathway of change”. A “pathway of change” graphically represents the change process as it is understood by the initiative planners and is the skeleton around which the other elements of the theory are developed.

 

Conclusion:

The TOC approach to planning is designed to encourage very clearly defined outcomes at every step of the change process. It’s implementation require specifics on the nature of the desired change — including specifics about the target population, the amount of change required to signal success, and the timeframe over which such change is expected to occur. This attention to detail will help us show our funders the feasibility of reaching goals, and in the end, improves the foundation’s outcome targets of the children we serve.

 

Programs
Description
The tennis programming consists of three major components:
  1. Tennis Festivals
  2. Kids Tennis Clubs
  3. Competitive tournaments

Tennis Festivals provide the opportunity for children to experience what tennis has to offer. It is a variety of tennis activities, interactive games, and contests that appeal to a wide range of ages and skill levels. 

Kids Tennis Clubs are offered at local schools, parks, and youth centers.  This format provides both fun oriented and instruction based play in a social and group environment. This format offer kids the chance to have fun, gain confidence and meet new friends, all while enhancing their social, and physical development.

Competition tournaments allows kids to practice and travel to matches together, fostering a team spirit. Team practices ensure that kids continue to develop their skills, and team matches give them a place to apply what they’ve learned while having a great time with friends. These competitive tournaments are non elimination round robin format.
Category Youth Development, General/Other Youth Leadership
Population Served At-Risk Populations, Blacks, African Heritage, Hispanic, Latino Heritage
Program is linked to organization's mssion Yes
Program Frequently Assessed Yes
Short-Term Success

Tennis presents many unique demands that can foster psychological and character development in children.

The early stages of a child’s life, including school-age children (ages 6-13), present a unique opportunity to foster healthy psychological development. Psychological development refers to cognitive, emotional, intellectual, social, and moral capabilities.

The unique demands of tennis specific stressors represent an extraordinary field of challenges that can be leveraged to accelerate psychological development. The right dose of stress facilities positive development adaptations. Temper tantrums, crying, quitting, and tanking are all learning opportunities for accelerating self-control and self regulation.

Long-Term Success
  • 48% Improved study habits and better grades,
  • 81% Increased college aspirations,
  • 73% Better behaved,
  • 82% increased community minded and well rounded 

Overall, the children learns to become more mature and accustomed to making decisions. Typically, children in poverty are exposed to different forms of trauma. The impact of some trauma shuts down the decision making process. Tennis requires the children to make decisions every time he or she strikes the ball to get the ball back over the net into the opponent's side. This off sets some of the negative effect of trauma on the decision making processes. This game requires the child to problem solve.

Program Success Monitored By

The tennis program will use the USTA player development model to monitor the technique and tactical competencies of each child. They have to demonstrate proficiency at each level to move to the next level.

Children must develop: 
  • Level 1 proficiency for the forehand, backhand, combo, serve, return, and volley before they transition to level 2.
  • Level 2 proficiency for the higher level skills before they transition to level 3.
  • Level 3 proficiency for the higher level skills before they transition to level 4. 
A goal sheet will be used to explain what is required for the participant to move to the next level. They will provide the time they want to achieve the desired proficiency.
 
Academic requirements will be used to earn the right to practice and play includes:
  1. School attendance
  2. Grades (Test, homework, participation)
  3. Behavior (suspensions, detentions, etc.)

We collect grades cards and monitor quarterly. We also have discussions with the parents on behavior issues to change behavior.

Examples of Program Success
At age 6, the child is beginning to use language to express displeasure and frustration rather than display aggression and throw tantrums. Exposure to tennis affords the child repeated opportunities to talk his and her way through the barrage of missed balls, mistakes and unsuccessful execution of complex eye-hand motor skills. At this age, children experience frequent mood swings, require closeness and nurturing from parents, and constantly seek adult praise and approval, and reassurance. Tennis, when properly managed, can help children to self regulate mood swings and provides separation from parents but still occurs within a fun and supporting environment where the needs for approval and reassurance can be constructively met.
 
Tennis can also be very useful in stimulating moral development-“now its her turn”; “be careful not to hurt anyone”; “great job but don’t swing too hard”; how do you think Felicia feels? Would you like to feel that way?”
Description
Academic Creative Engagement (ACE) is an enrichment curriculum connected with 21st Century skills, Common Core State and National Standards and the sport of tennis. ACE is designed to support academic achievement, health/wellness and social/emotional skills by guiding children through educational processes that include decision-making, problem solving and working together toward common goals. When combined with a tennis program, it provides important Developmental Assets and reflects the ideals and principals of Arthur Ashe - giving children access to a safe, healthy and educational opportunity. It can operate in partnership with schools, youth centers and after-school providers.  The lessons are engaging, support classroom instruction, and encourage students to communicate and participate in each activity.
 
This program provides the chance to talk about learning - the importance of thinking, discussing math concepts, writing clearly and speaking well.
Category Education, General/Other Afterschool Enrichment
Population Served At-Risk Populations, ,
Program is linked to organization's mssion Yes
Program Frequently Assessed Yes
Short-Term Success

The near term achievement(s) or improvement(s) that will result from this program is improved educational outcomes for children. The specific improvements are: 

 

  1. Reading-aloud activities explore vocabulary and listening skills and enhance comprehension and connections.
  2. Collaborative projects and discussions will deepen thinking and help students express opinions while respecting the opinions of others.
  3. Hands-on math activities build basic skills and opportunities to explore concepts taught in school and give children the opportunity to interpret their ideas and demonstrate their knowledge.
  4. Math manipulatives and tennis court structure provide investigation and exploration of shapes, lines and angles long before they enroll in a geometry class.
  5. Health and nutrition activities promote healthy habits, good eating, fitness, self awareness and communication skills.
  6. Provides fitness, family and community togetherness.

 

Long-Term Success

The ultimate change(s) that will result from this program is its contribution to the development of a set of skills, experiences, relationships, and behaviors that enable our young people to develop into successful and contributing adults. Follow up with each individual will be required for long-term outcomes.

Program Success Monitored By

We will know what is working and what is not working with the program through the use of Program and Individual RUBIC surveys.

 

  1. Individual RUBRIC surveys of performance indicators are conducted pre and post program. It is completed by the ACE instructor and the class room teacher at the aggregate level.
  2. Program surveys are completed by the:

 

 

  • Participant which addresses questions in each of the Academic, Creative, and Engagement categories.
  • ACE instructor and the class room instructor completes participant levels survey on: attendance, grade card info, attitude, participation, fitness level, tennis skill and % of contest entries. 
  • All surveys are taken via an internet application directly to the consultant for the program. The reports are provided at the end of each program. The ACE instructor has additional inputs from actual observations and interactions specific to the participant.

 

Examples of Program Success
The program covers reading, math games, problem solving, etc. There activities that are difficult for some and easy for others. When children have difficulty there "act out".  In one example there was a 8 year old boy that had difficulty with reading. He was an angry, near homeless child. This center focused on developing reading comprehension skills during the morning periods. He struggled in reading and his self esteem was low because of it. We worked with him in the afternoons as part of recreation activities. He was quite tense when we received him, ready to fight and caused trouble in the class. This day we had a math game (multiplication Tic-Tac-Toe game board) for the activity.  I expected to see him act out during the math game. As it turns, this young boy excelled at math. He bested everyone in the class at this multiplication game. His self-esteem flipped and  for the first time a saw him smile was after the math. This carried experience help him deal with the reading struggles.  
Description
The Foundation is a chapter of the USTA/National Junior Tennis& Learning (NJTL) network; a nation-wide group of community tennis organizations. The goal of the NJTL is to develop the character of young people through tennis and education. Founded in 1969 by Arthur Ashe, Charlie Pasarell,and Sheridan Snyder, this growing network of tennis providers share similar values, ideals, and goals by:
  1. reaching out to those who may not otherwise have the opportunity to play tennis
  2. instilling in youngsters the values of leadership and academic excellence and
  3. giving all kids (regardless of income, race, gender) the opportunity to fully develop their tennis skills so they can derive a life time of enjoyment from the sport
The First Serve LifeSkills Curriculum™ incorporates several important features of effective youth development programs. These include emphasis on the whole child, focus on developmental assets, mastery learning, and the importance of instructor preparation and training.
Category Education, General/Other Afterschool Enrichment
Population Served Blacks, African Heritage, ,
Program is linked to organization's mssion Yes
Program Frequently Assessed Yes
Short-Term Success

There are three curriculum levels (Game, Set, and Match), 18 instructional units (six in each level) with several Foundation Lessons and practice activities. Each unit centers on one focal life skill. The curriculum provides practice and skill reinforcement,across all three levels.

 

  1. Target - 80% completion of instructional units.
  2. Target - 90% completion of Workbook(w/ assistance when needed)
  3. Target - 100% participation in the discussion and roll-plays on each focal life skill.

 

Long-Term Success
The long-term success of participants is in their usage of the following five major skills in their lives:
  1. using interpersonal skills,
  2. demonstrating teamwork,
  3. applying healthy habits,
  4. managing emotions, and
  5. improving organizational skills.
Program Success Monitored By

Program success is based on each participant meeting the follows requirements: 

1. Full participation:

  • 90% attendance on the roster during the school year.
  • 90% completion of workbook on discussion and roll-play activities.
  • Activities to reinforce how life skills have been used in other settings such as home, school, or the community.
2. Skill Knowledge Assessments
  • 80% Completion of an objective knowledge assessment that includes true/false and multiple-choice questions.
Examples of Program Success
The example is the situation where a new participant joined one of our practice sessions. I asked my class to introduce themselves to the new participant. Only one of the kids introduced themselves the right way. He performed most the following characteristics that contribute to making a good impression:
    1. Stand up straight and tall,
    2. Look at the other person and smile,
    3. Offer a firm hand shake
    4. State your name loud and clear,
    5. Ask a question if you need information or want to talk with them.

This participant was in the NJTL Life Skills Curriculum pilot in the summer. This demonstrated to me that the program works to give important personal and interpersonal skills so needed by urban children.

CEO Comments

We offer a potentially outstanding portfolio of programs for children the Kansas City metropolitan area. The USTA/NJTL, our national partner, has been instrumental in the design of the enrichment programming. Our role is to customize and create implementation strategies for the programs. The key strategy is to build alliances by matching our strengths to the needs of partners and vise versa. Our lead program is tennis. When combined with Academic Creative Engagement activities and life skills create an outcome greater than the some of stand-alone programs.

Underserved children must participate in sport and exercise. Studies show that athletic development helps to improve psychological and character development. It is important for us to focus on athletic development and not simply tennis development. It is fun and focus on agility, balance, coordination and speed (ABCS). These skills are transferable to any sport and healthy lifestyle. Conversely, overweight and physically inactive children have lower IQs than children who are physically fit and do not perform as well academically.

School-age children (ages 6-13) represent our best opportunity for healthy psychological development (cognitive, emotional, intellectual, social and moral capabilities). Tennis, an “open skills” sport, offers specific stressors that create a series of challenges that accelerates psychological development. The “right” dose of stress facilitates positive developmental adaptations. Temper tantrums, crying, quitting, and tanking are all great opportunities for accelerating self-control and self regulation. I see these behaviors in my great niece. She wants immediate gratification or she attempts to quit. The same may be applicable to a class room assignment.

General Norman Schwarzkopf said: “Leadership is a potent combination of strategy and character, but if you must be without one, be without strategy. When we over-emphasize winning, children learn that cheating may be acceptable. The lessons learned from sport transcend the playing field and shape the character. With more sport participation, and with a steady infusion of ethical values, we can reinforce the value of integrity. Children should be allowed to develop their character through a stress-free environment. With a solid foundation, the true competitor will become more effective when facing adversity, and thus become a model for their peers.

In closing, studies have shown that athletes are more likely than non-athletes to attend college and earn degrees.

Executive Director/CEO
Executive Director Mr. Vick Newson
Term Start Aug 2011
Experience

Mr. Newson retired early from Sprint Corporation after 27 years of service in 2007. He is a professional with impressive history maximizing bottom-lines, increasing efficiency, optimizing product and service portfolios for multi-billion dollar Fortune 500 corporations. He came to the Waterman Foundation looking for ways to give back to the community and mentor disadvantaged children by using tennis as a vehicle to gain their attention. 

During his career, Mr. Newson managed major aspects of the data service product lines generating $600M in annual revenue. The revenues were from the Enterprise, Government, Wholesale, and International markets. This includes marketing, pricing, service ordering, service assurance, capacity management and customer product requirements.
 
Mr. Newson had received the Sprint Annual Award for Excellence for two consecutive years. He has completed 36 hours for the Masters of Business Administration, Baker University,and has a Bachelor of Science in Accounting, University of Missouri, Kansas City.
 
He has also performed considerable work in the community - he was a member of the Micro Load Committee for The Center or Business Innovation, he was the Kansas City Chapter President of the National Alliance of Market Developers, he served as Assistant Treasurer for Johnson County NAACP and served on the Hogan Academy Board of Directors that converted the Bishop Hogan High School into Hogan Academy Charter School.
Co-CEO/Executive Director
Term Start
Compensation Last Year
Former CEOs
NameTerm
Mrs. Kilmeny Waterman Connor Feb 2004 - Jan 2008
Staff
Paid Full-Time Staff 0
Paid Part-Time Staff 0
Volunteers 5
Paid Contractors 2
Retention Rate 75%
Formal Evaluations
CEO Formal Evaluation Yes
CEO/Executive Formal Evaluation Frequency Annually
Senior Management Formal Evaluation Yes
Senior Management Formal Evaluation Frequency Annually
Plans & Policies
Organization Has a Fundraising Plan Yes
Organization Has a Strategic Plan Under Development
Management Succession Plan No
Organization Policy and Procedures Under Development
Nondiscrimination Policy No
Whistleblower Policy No
Document Destruction Policy No
Collaborations
Upper Room
Awards
Award/RecognitionOrganizationYear
NJTL Chapter of the YearUSTA2003
Courage to Care AwardSt. Vincent's/Operation Breadthrough2003
Honorees of JuneThe Women's Foundation of KC2005
Outstanding Contributor to USTA Tennis Youth Tennis ProgramsMVTA/HofA 2006
Event of the Year(Grand Slam Gala)MVTA 2007
Capacity BuilderUSTA Serves Foundation2013
Outstanding Diversity AchievementMissouri Valley, Heart of America, USTA2015
Government Licenses
Is your organization licensed by the government? No
Board Chair
Board Chair Mrs. Lisa Hendricks
Company Affiliation Community Volunteer
Term Jan 2016 to Dec 2019
Email lcreighton1@icloud.com
Board Members
NameAffiliation
Mr. Malacyy Connor business owner
Mrs. Amy Hatch Attorney
Mrs Lisa Hendrick Community Volunteer
Mr. Jim Munioz Retired HS school concelor
Mrs. Paige Salveter Brand and Marketing Executive
Mrs. Virginia Sewing Community Volunteer
Mrs. Jennifer Waterman Community Volunteer
Board Demographics - Ethnicity
African American/Black 1
Asian American/Pacific Islander 0
Caucasian 5
Hispanic/Latino 1
Native American/American Indian 0
Other 0
Board Demographics - Gender
Male 2
Female 5
Unspecified 0
Governance
Board Term Lengths 3
Board Term Limits 2
Board Meeting Attendance % 80%
Written Board Selection Criteria? Yes
Written Conflict of Interest Policy? Under Development
Percentage Making Monetary Contributions 50%
Percentage Making In-Kind Contributions 25%
Constituency Includes Client Representation Yes
Number of Full Board Meetings Annually 4
Standing Committees
Board Development / Board Orientation
Communications / Promotion / Publicity / Public Relations
Development / Fund Development / Fund Raising / Grant Writing / Major Gifts
Executive
Special Events (Golf Tournament, Walk / Run, Silent Auction, Dinner / Gala)
Strategic Planning / Strategic Direction
Advisory Board Members
NameAffiliation
Mr Steve Smith Retired
Financials
Fiscal Year Start Jan 01, 2017
Fiscal Year End Dec 31, 2017
Projected Revenue $45,000
Projected Expenses $45,000
IRS Letter of Exemption
Foundation Comments
  • FY 2015, 2014, 2013: Financial data reported using IRS Form 990-EZ.
  • Foundation/corporate revenue line item may include contributions from individuals. 
Detailed Financials
 
Expense Allocation
Fiscal Year201520142013
Program Expense$12,600$24,148$10,639
Administration Expense$19,102$0$1,644
Fundraising Expense$0$0$0
Payments to Affiliates$0$0$0
Total Revenue/Total Expenses1.321.741.27
Program Expense/Total Expenses40%100%87%
Fundraising Expense/Contributed Revenue0%0%0%
Assets and Liabilities
Fiscal Year201520142013
Total Assets$34,273$27,983$6,679
Current Assets$34,273$27,983$6,679
Long-Term Liabilities$0$0$0
Current Liabilities$0$3,835$0
Total Net Assets$34,273$24,148$6,679
Short-Term Solvency
Fiscal Year201520142013
Current Ratio: Current Assets/Current Liabilities--7.30--
Long-Term Solvency
Fiscal Year201520142013
Long-Term Liabilities/Total Assets0%0%0%
Top Funding Sources
Fiscal Year201520142013
Top Funding Source & Dollar Amount --USTA $45,000 --
Second Highest Funding Source & Dollar Amount --Greater Kansas City Community Foundation $5,000 --
Third Highest Funding Source & Dollar Amount -- -- --
Capital Campaign
Currently in a Capital Campaign? No
Capital Campaign Anticipated in Next 5 Years Yes
Organization Comments The students are very motivated and enthusiastic. Our program is totally free of charge to underserved participants, so as we add more groups we are always looking for more funding to continue to provide a wonderful experience for these youth. The foundation continues to provide tennis as a vehicle to change behaviors of disadvantaged children and include more academic support. We learning that tennis helps to improve the decision making process of our participants. At-risk children suffer from different forms of traumatic stress. And traumatic stress adversely effects cognitive development. Playing tennis requires participants to make rapid decisions during the coarse of the game. This improves the participants' cognitive develop - practicing decision making. 
Organization Name Stephanie Waterman Tennis Foundation
Address P.O. Box 8425
Kansas City, MO 64114
Primary Phone (913) 484-4541
Contact Email vick.newson@gmail.com
CEO/Executive Director Mr. Vick Newson
Board Chair Mrs. Lisa Hendricks
Board Chair Company Affiliation Community Volunteer
Year of Incorporation 1987