Milford Athletic Evaluation- Law CIAC 2-1-11 Final

8/7/2019 Milford Athletic Evaluation- Law CIAC 2-1-11 Final

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The C

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Jo

t Inters

letic Pr

nathanMilford

Septem

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gram E

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Frank

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, 2010

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2

TABLE OF CONTENTS

The Connecticut Interscholastic Athletic Conference Mission Statement...Page 3

IntroductionPage 4

The Evaluation Process.Page 4

Overview of Findings Page 5

Standard IProgram Guiding Principles..Page 9

Standard IIProgram CurriculumPage 13

Standard IIIProgram Resources and Equity..Page 18

Standard IVProgram Administration.Page 24

Standard VProgram and Player Evaluation..Page 32

Follow-Up Responsibilities...Page 37

Visiting Team Members.......Page 38


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INTRO

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5

Following completion of the self-study a visiting team consisting of three school administrators

and two athletic administrators conducted a two-day site visit to the school. The visiting team

reviewed the self-study documents, the athletic department improvement plans, and met with all

stakeholders in the program. The visiting team then determined the athletic departments success

in meeting its mission and expectations and to what extent the standards of an exemplary high

school athletic program are being achieved. The visiting team completed a comprehensive report

delineating the strengths of the program and the areas in need of improvement. Appropriate

commendations and recommendations are detailed in this report which will be provided to the

school principal and athletic administration. After receipt and review of the report, Law High

School will embark upon a plan to address the recommendations found in the final report, and

the school will report itsr progress to CIAC every two years.

The CIAC wishes to thank the principal and athletic director of Law High School, the

Superintendent of Schools and the Milford Board of Education for their willingness to undergo

an athletic program evaluation using the standards of an exemplary interscholastic athleticprogram. The commitment of the school and district to conduct a meaningful evaluation of their

program is a clear indication of their belief that athletics is an integral part of the educational

program in Milford. The school is to be commended for its self-study. The open and

straightforward self-assessment completed by the school/athletic department, along with

recommendations in this report, will form the basis for continued improvement in the athletic

program at Jonathan Law High School.

OVERVIEW OF FINDINGS

Five standards form the foundation of the CIAC Athletic Program Evaluation: GuidingPrinciples, Curriculum, Resources and Equity, Administration, and Program and Player

Evaluation. The thirty-nine indicators embedded in these standards describe practices that are

exemplars for schools to aspire to in their athletic programs. The overall findings from a

comprehensive overview of the Jonathan Law High School/Milford school district athletic

program provide evidence of its dedication to providing the best programs and services to

Milfords student-athletes and the many fine traditions established and maintained in the athletic

program. These findings also provide some insights and suggestions for the district in the spirit

of support for its commitment to continuous growth and the on-going pursuit of excellence.

The Milford Public Schools has two high schools with comprehensive athletic programs. To

provide equity and consistency, the Jonathan Law and the Foran athletic departments worked

cooperatively to develop and adopt an athletic mission statement for the program. The Milford

Public Schools Mission Statement that applies to all district schools and programs emphasizes

that their mission statement must illustrate their expectations for the final outcome or goal of the

schools, i.e., that students who graduate from the two high schools will demonstrate mastery of

reading, writing, and numeracy, comprehend and organize, and analyze information in order to


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independently solve problems and articulate solutions, and demonstrate the attributes of good

citizenship and community/school engagement. The athletic Philosophy that serves as the

departments mission states that the school district believes that interscholastic athletics are an

integral part of the educational process. Furthermore, athletics make a significant contribution to

personal growth of all participants. The mission also emphasizes good sportsmanship and good

mental health and rejects the notion of winning at all costs. In the Student-Athlete Handbookthe

mission statement is followed by program objectives. These objectives explain that the athletic

program provides opportunities for student-athletes to: work with others, compete, develop

sportsmanship, accept the outcome of contests, develop desirable personal health habits, and to

enjoy athletics. Students-Athletes who met with the visiting committee were not familiar with the

schools athletic mission statement and were uncertain how to locate a copy. However, they

stated that coaches emphasize the core values that inform the mission through team meetings and

reminders of their expectations at practices and games. The mission is published in the Student-

Athlete Handbook, which is posted on the schools web site, but the handbook is not distributed

in hard copy format. Student-athletes and their parents are required to sign forms published in thehandbook in order to participate. Most parents and athletes admit that they locate the required

form on-line, but only skim through the rest of the document, especially student-athletes who

have been involved in team sports for more than two years. In the Student-Athlete Handbook

both the Southern Connecticut Conference Code of Conduct and the responsibilities of the

student-athlete are outlined. The three responsibilities include: Responsibility to Yourself,

Responsibilities to Your School, and Responsibilities to Others. The SCC code of behavior also

addresses conduct toward officials, taunting or vulgarity, respect for officials, coaches and fans,

and obedience of school regulations. Future changes to the mission and expectations should be

developed as a part of an annual review using student, parent, and coaches surveys or focus

groups to keep the mission relevant. Also, every effort should be made to familiarize allstakeholders with the departments mission.

The Law athletic department provides a wide- range of athletic programs as well as many well-

designed and maintained facilities that bring pride to the school and the community. The

program is well administered thanks to the efforts of the athletic director, the coaches, and the

custodial and maintenance staff, all of whom that take pride in the facilities and programs. They

work cooperatively to ensure that every aspect of the program management effectively meets the

needs of student-athletes. JLHS provides students with a safe and positive program that provides

skill development, training, guidance, support, and recognition to all participants. Other students

support the student-athletes and attend team competitions, especially those held at the Law

facilities. However, some students and parents expressed their concerns that the costs of

attendance may affect the attendance of middle and high school students negatively. There is

respect for student-athletes among the student body. Students who were interviewed emphasized

that all students interacted as friends without making distinctions or developing cliques. Student-

Athletes are not perceived as receiving any favoritism. Proper behavior of all constituents is


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emphasized before competitions and expectations for everyone involved in the athletic program

are published in handbooks and announced before competitions.

Although the athletic program is designed to support student- athletes and coaches are clear in

their expectations of student-athletes, Jonathan Law High School has not developed a

comprehensive curriculum that outlines the skills and knowledge expected in each sport, nor has

Law developed teaching modules that would fit the teachable moments related to

sportsmanship, healthy lifestyles, and leadership. Some coaches have developed materials that

they use for coaching and skill developments that easily could be used to develop a curriculum

document. JLHS coaches, especially those who are also teachers at the school, monitor the

academic and behavioral records of their student-athletes. There is time in the after- school

schedule between school dismissal and the beginning of practices for students to meet with

teachers to receive additional help or make up missed work. Law High School has a 2.0 grade

point requirement that student-athletes must meet and maintain to participate on a team.

Coaches, teachers, and counselors are diligent about monitoring the academic performance ofstudent-athletes. Teachers and coaches cooperate when it is necessary for student to remain after

dismissal for additional help or make-up of work and tutorial assistance is available for student-

athletes in danger of falling below the 2.0 average.

The athletic director is a not a full-time, 12 month administrator, but a teacher responsible for

teaching two classes each day. He oversees a large program and facilities without a faculty

manager or secretarial assistance. He is a highly-capable, experienced athletic director and

member of the faculty who works diligently to provide the best program for Jonathan Law

athletes. He is also highly visible at games and practices and responsive to questions and

requests. He is supported by a coaching staff that is dedicated to the program and proud of thework they contribute to make the program successful. The City of Milford should be proud of

the programs, facilities, employees, and student-athletes that make Law High Schools athletic

program successful.

The Jonathan Law High School athletic program is supported by the City budget which is

developed by the Milford Board of Education. Gate receipts are ear-marked as revenue to pay

for the operation of the program and the program is often in a precarious position when

attendance at events falls below previous years for any number of reasons. The JLHS Booster

club supports the program to a significant degree for items that are not covered by the budget.

The booster club is a non-profit organization that supports all Law teams. Booster club

guidelines help to ensure that all student-athletes receive support and acknowledgment.

Individual teams also conduct fundraising activities to provide for additional items such as

special apparel.

Jonathan Law High Schools athletic department has well-developed policies that govern most

aspects of the program, and clarify the expectations for students, coaches and parents. The


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athletic director evaluates the performance of the coaches involved in the JLFHS program.

Coaches receive professional development programs within the district that assist them in

maintaining their coaching certifications. Some Law coaches conduct pre-season evaluations of

their athletes and provide suggestions for improvement during practices throughout the season.

These coaches later conduct individual end-of- season evaluations of players that provide

suggestions for improvement during off season time. The student-athletes interviewed who

worked with these coaches indicated that they value these player evaluations.

One of the challenges acknowledged by coaches and parents alike is the need for sound

communication and a clear understanding of policies, procedures, roles and expectations. Better

communication and better support for the program would be generated by the development of an

athletic advisory council with members who represent students, coaches, parents, teachers,

administrators, the board of education, and the community. The group would be chaired by the

athletic director and its members would be responsible for representing and reporting to their

constituents on a regular basis. The advisory group would also assist with the review of thisreport and suggestions concerning implementation of the recommendations. Final decisions

concerning the many aspects of the program, however, would remain the responsibility of the

school administrators.

Most of the stakeholders in the JLHS athletic program agree that it is difficult for the school to

support all teams sufficiently and equitably because of the shortage of funds. Results from the

athletic surveys reveal that student-athletes perceive that other teams they compete against enjoy

a higher level of funding or better access to facilities, and most believe that the teams are better

equipped with supplies, uniforms and facilities.

Jonathan Law High School has a fine athletic program that is well-supported by parents, athletic

personnel, student-athletes, and the community. The recommendations included in this report

are suggestions for improving a program that has benefited from strong leadership and the

dedication of all involved.


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PROGRAM GUIDING PRINCIPLES

CONCLUSIONS

The Milford Athletic Program Mission Statement serves as a guiding philosophy for both Foran

and Law High Schools. First developed in 1987, it was reviewed in 2004 when both athleticdirectors revised the mission at the request of the superintendent of schools. In the 2004 processthe athletic directors sought input from various members of the school community; however,they did not form a revision committee composed of representatives of student-athletes, coaches,parents, teachers, or administrators. The athletic directors examined mission statements andgoals from other schools that matched the profile of the Milford Public Schools whenconsidering changes to the mission and objectives. As part of the self-study process for theathletic evaluation, students, parents, and coaches completed surveys about various aspects of theprogram. The survey responses reveal that each group believes that the athletic mission reflectsthe values of the school community. During interviews with groups of parents, student-athletes,teachers, and coaches, representatives of these groups were unable to list the key concepts of the

mission, although they were able to cite several of the values they expect the program to endorse.Most did not remember where they could locate a copy of the mission, but believed they hadseen it at one time.

The Mission Statement shared by Jonathan Law and Foran high schools reflects the districtsmission statement and the two individual mission statements of the Jonathan Law High School.The two athletic directors worked cooperatively in an effort to ensure that the process used toidentify the core values and beliefs of the athletic program reflect the beliefs of the schoolcommunity. When the mission is next reviewed, Jonathan Law High School should ensure that acommittee that includes representatives from each constituency considers how well the missionstatement fits the values and beliefs of the Milford community. Many points of view shouldinform the development of core values and the mission statement that will guide the athleticprogram.

Jonathan Laws Athletic Mission Statement is aligned with the districts mission statement andthe Jonathan Law High School Mission Statement reviewed and revised at the time of theNEASC self-study process. The Mission Statement for the Milford Public Schools places strongemphasis on the importance of academic skills, good citizenship, and community engagement,and the athletic mission states that academic requirements come first and that student-athletes areexpected to behave in a courteous and respectful manner. The athletic mission alsoacknowledges that students who participate in the athletic program will acquire knowledge andskills that will have a significant influence on their development. The Law High School Missionstatement also emphasizes the goal of maximizing the intellectual, social, and emotional growthof each student in a safe, supportive environment.

The districts academic standards as they apply to athletes and other students who participate inextra-curricular activities exceed those of the Connecticut Interscholastic Athletic Conference(CIAC). Student-athletes are required to maintain a 2.0 grade point average. The athleticdirector monitors student performance and coaches determine their players academicperformance through a data management program that tracks grades. Coaches emphasize that


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academics come first and they support teacher requirements for after school sessions. Studentsmay receive tutorial assistance during the school day from a paraprofessional available forstudent assistance. Coaches also emphasize the importance of community service through teamactivities that raise funds for various charities and causes.

The expectations for student-athletes are published in the Student-Athlete Handbookwhich isincluded in the larger Student Handbook. The responsibilities for student-athletes are listedunder the headings of Responsibility to Yourself, Responsibilities to Your School, andResponsibilities to Others. The Student-Athlete Handbookalso publishes the SouthernConnecticut Conference (SCC) Code of Behavior. Parent responsibilities, cited in the handbook,emphasize the importance of the procedures and policies that govern the program and thecommitment that they and their children make when participating. The objectives of the athleticprogram are to work with others, to compete, to develop sportsmanship, to accept the outcomesof every contest, and to enjoy athletics. The Coaches Handbookprovides coaching staff withexpectations that pertain to their responsibilities along with the policies and procedures they areto follow.

Student-Athletes, parents, coaches, and teachers interviewed by the visiting committee were ableto cite the many advantages students derived from participation in the athletic programincluding: teamwork, time management, responsibility, facing challenges, and commitment.They cited many of the values outlined in the mission and goals of the athletic program.Although general in its wording, the athletic mission reflects the values of the school community.Furthermore, the list of program objectives published with the athletic departments missionhelps to clarify the concepts referenced in the mission.

In addition to reading the Student-Athlete Handbook, parents and students may learn more aboutthe expectations for student-athletes through team meetings when coaches explain theexpectations. Members of the school community are reminded of expectations for spectatorsthrough announcements made at the beginning of competitions and the posting of the SCC Codeof Behavior at Athletic venues. In outlining the expectations for athletes and parents, theStudent-Athlete Handbookalso commits staff and the district to providing adequate equipment,well-trained coaches, and equal levels of competition with skilled officials.

The Athletic Mission and objectives influence decisions about the program in a number of ways.Coaches are evaluated based on their ability to model appropriate behavior and they explain theresponsibility of sportsmanship and commitment. There are policies governing behaviorscontrary to the core values and beliefs of the program such as hazing, taunting, involvement withcontrolled substances, and poor academic performance. However, the compact mentioned earlierthat states that when a student-athlete commits to the program s/he commits the staff to certainobligations is not well-served by the districts dependence on gate receipts and fund-raising byteams and the booster organization in order to provide for the needs of student-athletes. Themission and objectives of the program have not influenced the provision of financial resources ina manner that guarantees sufficient funding to support program needs.

Currently, Jonathan Law High School has not developed a process or a schedule for the reviewthe Athletic Mission Statement and objectives. The Student-Athlete Handbookis reviewed


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annually, but the Athletic Mission Statement has not been updated since 2004. The lack of areview process and the lack of familiarity of constituents with the mission makes it difficult todetermine how the program can be judged or how positive change can be made when so fewconstituents are familiar with the mission. The handbook is posted on the website, but is nolonger distributed to athletes or parents. Most students agreed that their coaches discuss

expectations and responsibilities with them, but do not take time to discuss the salient points ofthe mission and objectives of the program. When asked where they might find a copy of themission statement many student-athletes stated that it would be on the CIAC website. Only afew parents indicated that they had read any portion of the handbook other than the section thatrequires their signature before a student-athlete may participate. At parent meetings, time is notallocated for a review of how well the department is meetings its mission. Perhaps the termDepartment Philosophy rather than Mission has influenced the view of many that thestatement is not necessarily a driving force for improvement. The department must disseminate,explain, review, and judge the efficacy of the athletic program through the lens of the missionstatement.

COMMENDATIONS

1. The alignment of the athletic mission with that of the school and the district2. The athletic departments support of the academic program through the minimum

grade point average requirement for eligibility that exceeds that of the CIAC

3. The support that coaches provide to the academic requirement by monitoringstudent grades and cooperating with teachers who request that students remainafter school

4. The tutorial support provided to athletes at risk of losing their eligibility5. The community service projects that many teams undertake to support charitable

causes

RECOMMENDATIONS1. Develop and implement a review process for the athletic mission that involves

representatives of each constituency and a regular review process

2. Emphasize the importance of the mission and objectives of the athletic programduring preseason meetings, parent meetings, and coaches meetings, post it atathletic venues, the school website, and department bulletin boards, and include iton department stationery so that all constituents will become familiar with it andwill understand its importance

3. Ensure that all decisions made regarding the athletic program are influenced bythe key concepts in the mission statement


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4

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CURRICULUM

CONCLUSIONS

Jonathan Law High School provides an athletic program that is designed to meet the needs andinterests of its students. While Jonathan Law High School does not have a written sports-specific curriculum document that articulates both skill development and conditioning programs,the system-wide student handbook contains a student-athlete section (pp. 76-96) which includesthe philosophy of the athletic department, a code of proper behavior, and significant regulations,both CIAC and local. In addition, coaches receive a Coaches Handbookwhich contains theathletic department philosophy, objectives, department procedures and policies, copies of formsto be used, and much useful information.

Several individual coaches provide sport-specific hand-outs to their athletes that include goals,

team rules, sportsmanship expectations, and conditioning information. The athletic directormeets with the coaches prior to each season to review the Coaches Handbookand discuss anyadditional requirements. Coaches show their players a film explaining the danger of hazingbefore the season, as well. However, there is no program-wide written curriculum. As a result,coaches who are new to the athletic program do not receive information regarding the bestpractices related to their sport for skill development and sport-specific conditioning. Headcoaches work closely with sub-varsity coaches to ensure continuity within their sport. However,since there are not competitive athletic programs on the middle school level in Milford, theirinfluence and instruction does not extend beyond the high school level. At present there is nointeraction between the high school coaching staff and the local youth league programs throughclinics or workshops. The athletic program would be greatly enhanced by having each headcoach develop a written sport-specific curriculum which would include skill development,planned sportsmanship education, character development, leadership opportunities, andpromotion of healthy life style. The athletic director could create a department curriculum bycompiling these sport-specific documents and adding appropriate program-wide information onsportsmanship expectations, leadership training, and overall department regulations, andphilosophy.

A well-equipped weight room is available and a number of teams use this facility regularly. Acertified athletic trainer is on site every school day and attends all home contests. Because sport-specific manuals do not exist, there is no certainty that the individual sport-specific or gender-specific needs of the student-athletes are being met in their workouts and conditioning. Thetrainer is occasionally consulted to recommend sport-specific conditioning programs that can beimplemented by the coaches. These programs include periodic testing to monitor progress invarious areas of physical development (i.e. speed and strength). Junior and senior class athletesstate that their sport-specific skills had improved as a result of lessons learned in the JonathanLaw athletic program. CPR and First Aid certification is made available to all coaches and paidfor by the school. Money for coaches clinics is available through the athletic director. Inaddition, the Booster Club may provide funds for these clinics when the athletic budget cannot.


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Each season a Parents of Athletes Night and a Meet the Coaches Night are held at JonathanLaw High School. At these meetings the athletic director explains the expectations and policiesof the athletic department to parents. Academic eligibility, sportsmanship, and spectatorbehavioral expectations are all covered. A DVD from the Connecticut Association of AthleticDirectors (CAAD) entitled Parenting your Student Athlete is also shown to all in attendance.

Coaches outline their expectations and their sport-specific policies at these meetings.Attendance at these programs is not mandatory, and attendance fluctuates from season to seasonand team to team. However, before a student may participate in athletics at Jonathan Law HighSchool his/her parents must sign forms provided in the Student Handbook(which contains astudent-athlete section). This document is available on-line.

Jonathan Law High School has not developed written teaching guides containing modules orunits on sportsmanship or character development. Many sportsmanship issues are addressed inthe handbook and at the meetings mentioned previously. Parents and athletes agree that coaches,under the direction of the athletic director, stress proper sportsmanship and conduct, and have notolerance for any form of hazing. The Southern Connecticut Conference (of which Jonathan

Law is a member) provides a code of behavior which is detailed in the Student-Athlete Handbookand is displayed on the wall of the gymnasium; it is read before all home contests on the publicaddress system. In order to promote a more positive atmosphere and better understanding ofathletic game rules, the SCC provides a meeting between coaches and game officials eachseason, which all Jonathan Law coaches attend. The athletic director is present at almost allhome contests and provides ample police and supervisors for event management. Students arewell aware of expectations and their accountability for negative behavior. Coaches are held to ahigh standard in this area as well, and most parents and athletes agreed that they practice whatthey preach. A total of 226 student-athletes who responded to the athletic department surveyfelt strongly that the communication of expectations concerning sportsmanship and fan behaviorwas clear and strong.

Athletes from Jonathan Law and their coaches are involved in a significant number ofcommunity and charitable activities. The softball team participates in a 5K walk for theAmerican Heart Association, in Shoes for Survivors of Homicide, and has raised $3000 tofight breast cancer. The volleyball team sponsors Dig Pink for Breast Cancer and works withForan High School to raise considerable money for charity. The girls basketball team holds aPink Zone game with Hillhouse High School and also solicits sponsors for rebounds and hostsa Parents Night Out to raise money for a soup kitchen and other worthy causes. The girlstennis team obtains sponsors for a one mile walk to raise money for the Milford Rape CrisisCenter and works with the softball team to provide relief for the victims of a fire. The UnifiedSports program also involves students in commendable service. All of these activities generate ahigh degree of community service involvement and create character development and leadershipopportunities for the athletes involved.

Team captains are either selected by their coaches, a team vote, or a combination of the two.The process varies from team to team. Individual coaches vary in their directions to captains andin creating leadership opportunities for them. At present there is no standard program-widedescription of the duties and responsibilities of captains and there is no written guideline forcoaches as how to benefit from the resources that team captains may provide. Every season the


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SCC provides a workshop for team captains that Jonathan Law always attends. Althoughcaptains agreed that this workshop is beneficial, they felt that there was very little follow-upupon returning to the high school. Many did not have regular meetings with their coaches, norwas their input sought.

The academic achievement of student-athletes is monitored at several levels. The athleticdirector and coaches emphasize the importance of good grades. The provisions of the C rulerequirement for student-athletes are well explained in the student-athlete handbook, by theathletic director, and the coaches. The athletic director provides non-faculty coaches with mid-term grades of their athletes. Coaches monitor their athletes grades closely, are very aware oftheir academic progress and discuss problems with athletes to head off an eligibility problem.Coaches allow athletes to receive extra help that might result in being late for practice as long asathletes provide a teachers note. Up until this fall, a tutor has been available for help during theschool day. This position became vacant this fall and Jonathan Law administrators are in theprocess of filling that job. Teachers report a good working relationship with coaches and citedthe large number of faculty members who serve as coaches as advantageous. Presently, the

athletic department has no formal practice whereby all coaches monitor and support student-athletes academic standing in the same way. Such a guide would be a useful addition to theCoaches Handbook. Most parents feel that coaches are helpful and involved in their childsquest to play a sport at the college level. However, although information on the NCAAEligibility Center is available in the Student-Athlete Handbook, many students and parents areunaware of the details and requirements of the Clearing House, and stated that neither the athleticdepartment nor guidance department has informed them of the Eligibility Center process beforegrade 11 or, in some cases, grade 12.

The athletic director requires that each coach submit individual records and achievements foreach team following each season. Criteria and conditions for letter awards are clearly explainedin the Student-Athlete Handbook. There is a well-maintained bulletin board in the athletic wingof the building dedicated to the current achievements of Law athletes. Many trophy casesdisplay the fine tradition of success achieved over the years by the athletic program. In theopinion of student-athletes and their parents Jonathan Law coaches encourage multi-sportparticipation and discourage sport specialization. No one felt the athletes were receiving unduepressure from within the athletic program to concentrate on only one sport. However, the winterseason at Law High School does not offer a sport other than ice hockey that is open to all and iscut-free. Both the fall and spring seasons do have such opportunities available so that eachathlete may continue with physical activity if cut from a team. The addition of a no cut sportduring the winter season would provide for a great rate of participation and thus enhance theoverall program of athletics.

COMMENDATIONS

1. The many special community and civic-minded projects undertaken by coaches andteams that contribute to diverse charitable organizations and at the same time develop and


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build character, leadership, and sportsmanship among the student-athletes involved in

such undertakings

2. The level of commitment by the athletic department in developing and practicingsportsmanship throughout the entire program, making the expectations clear, and holding

athletes accountable for their actions

3. The Student-Athlete Handbookand Coaches Handbookwhich are well-prepared,thorough and clear

4. The vigilance of the athletic department in embracing the idea that academics come firstand carefully monitoring student-athlete academic performance

5. The effort to encourage students to be multi-sport athletes by both the athletic departmentand the coaches, and their discouragement of sport specialization at the high school level

RECOMMENDATIONS

1. Develop and complete a written athletic curriculum that includes sport-specific skilldevelopment and conditioning as well as general lessons in sportsmanship, character

development, leadership, and healthy life style

2. Establish a Captains Council that will enable the athletic director to enhance theleadership component of the athletic curriculum, and help him to gain more valuable

insight into the program from the student-athlete point of view

3. Provide an early and comprehensive explanation of the NCAA Eligibility Center processand eligibility rules to ensure that parents and student-athletes are aware of the

requirements and may begin to prepare as early as grade 9

4. Expand the services of the athletic trainer to better educate coaches and student-athletesconcerning gender- specific conditioning, strength gain and maintenance, and healthy

lifestyle

5. Design a document that outlines a formal process that all coaches must follow formonitoring the academic progress of their players


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RESOURCES AND EQUITY

CONCLUSIONS

Jonathan Law High School offers a comprehensive athletic program that includes a wide- rangeof sports offered during each of the three seasons. The program affords students the opportunityto become involved in a total of twenty varsity level sports, nine for the females and eleven forthe males. Females have participated on the golf, ice hockey and wrestling teams and have madea significant contribution to these programs. The entire athletic program (freshman, juniorvarsity, and varsity) consists of thirty-six teams, five of which are freshman level. Data for the2009-2010 school year indicate that the student-athlete population participating in the athleticprogram is approximately 48% which represents 475 student-athletes. The athletic director isresponsible for the operation of the department and for the supervision of forty coaches, inaddition to teaching two classes per day. He is given minimal secretarial support that is notprovided consistently. These responsibilities are extensive and detailed and present enormouschallenges for any individual.

Revenue used to support the athletic program come from several sources. For the 2010-2011school year, the board of education has allocated funds totaling $73,600. These funds areexpected to cover all of the departments expenses, (excluding program operational costs) whichinclude uniforms, supplies, equipment, re-conditioning, awards for all of the teams, and thepurchase of any large equipment items (new or replacement equipment). The athletic directormust plan carefully in anticipation of any large purchases such as wrestling mats. There is aseparate line item for transportation, athletic trainer, and coaching salaries. During the interview

process, all of the stakeholders mentioned the need for additional coaches, specifically for thosesports with a large number of participants (cross country, outdoor track). A second source ofrevenue is derived from gate receipts and is ear-marked to cover all of the operational costswhich include the following: game officials, timers, scorers, supervisors, ticket personnel,police, entry fees, and other game expenses. Admission is charged at many of the home eventsand approximately $51,000 was generated last year through gate receipt; however, this amountvaries from year- to -year depending upon the success of the teams, weather, and spectatorturnout. Eliminating the heavy reliance on gate receipts could help to increase attendance andschool spirit. Many of the parties interviewed felt that charging admission discourages studentattendance and that more students might attend if admission was free. It is extremely risky to relyon gate receipts to cover operational costs because there is no guarantee that these funds will be

collected on an annual basis. As a result, the funding could run out prior to the end of the schoolyear thereby jeopardizing the program, especially in the spring season as has previouslyoccurred.

The district budget is developed by the superintendent and the deputy superintendent ofoperations and includes the athletic budget for both high schools. Budget recommendations arethen sent to the Milford Board of Education, the Board of Finance and finally the Board ofAlderman for review and/or revisions. The superintendent sends the final approved athletic


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budget amount to the building principal. The athletic director then distributes funds as equitablyas possible. Coaches submit a list of equipment/uniform requests; however, many coaches feelthat the same items are ordered each year in spite of their current inventory and changingrequests. It would be beneficial to the program to review the budget process in an effort tobetter meet the needs of the program and respond to recommendations from various coaches.

All of the stakeholders interviewed were not aware of the budget process or how funds wereallocated. Sharing this process would eliminate any misunderstandings regarding the allocations.During the interview process, coaches reported that they feel that the budget meets the needs ofthe program overall, but that student-athletes could benefit if coaches had stronger input.

The athletic director has periodically used the Title IX three prong test to informally evaluateTitle IX compliance. A formal compliance review was administered in 2005 by the assistantsuperintendent of schools, the previous Title IX coordinator. Every effort is made to ensure thatteams for males and females have equal opportunity to compete and that there is equal access tofacilities. Students interviewed stated that access to the weight room is limited as it is usedconsistently by the football team. In addition, some of the students perceptions revealed that

use of the turf field was not distributed equally among the fall teams. Students also expressedtheir perception that the male sports received preferential treatment over the female sports.However, data from the self study shows that 63% of the athletes surveyed agreed that there areequal opportunities and equal access to facilities for males and females. The cooperative icehockey program is the only sport that requires a participation fee. Although there is interest bythe student body and coaches in providing additional teams such as indoor track and lacrosse, theadministrators feel the district should be fully funding the ice hockey program before addingother team opportunities. The athletic director has a rotation plan in place for the purchase ofnew uniforms, which is an equitable process. It appears that most of the teams are involved infundraising activities in an effort to purchase extra items or apparel for their specific teams.These items are not necessities and funds raised in this manner may not be used to purchaseuniforms. Some athletes report that fundraising efforts are mandatory for their program. Thispractice needs to be addressed and discontinued if it is occurring as described. There are specificguidelines in place for all fundraising and an accounting process is in place within the schoolsystem for each of the various teams. During the interview process some of the stakeholdersstated that they are not clear about the accounting process and how funds are distributed. Theprocess, purpose, guidelines, and the accounting process need to be communicated to all partiesinvolved in any fundraising activities. The Jonathan Law Sports Association is an outstandingbooster organization that provides enhancements to the program that often boosts school andteam spirit. The JLSA raises approximately $25,000 each year and uses these funds in a varietyof ways such as supplying weight room equipment, a golf cart, scholarships and the senior sportsbanquet, to name a few. Teams may also receive funds up to $500 to purchase otherenhancement items specific to their programs. This process also ensures that there is equity inthe expenditures. The athletic director attends JLSA monthly meetings and is provided with afinancial report. It would be in the best interest of the association if an end- of- year financialreport was submitted to the school system showing income and expenditures on an annual basis.In addition, the entire accounting process should be under the jurisdiction of the school system.At the present time, there are no guidelines established for steps to add a sport to the athleticprogram. It is essential that these guidelines are developed as soon as possible especially withthe tremendous interest in adding an indoor track program.


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The indoor facilities at Jonathan Law include the main gymnasium which is in good conditionand has seating for approximately 1,100 spectators. Banners are displayed nicely around thefacility recognizing league championships and all state accomplishments. The auxiliarygymnasium is also of sufficient size with seating for 750 spectators and houses the cheerleading,

gymnastic and color guard programs. The athletic director has worked collaboratively with thecoaches to develop a rotating schedule for use of these facilities. The lobby area outside of thegymnasium prominently displays the numerous trophies received by the various teams. Accessto the training room is equally accessible by the male and female athletes. There are a goodnumber of much-needed storage areas in the area that are used for the storage of wrestling mats,spring floor and uniforms/equipment for all of the teams. The weight room is of sufficient sizeand is well equipped with proper strength training equipment. Coaches supervise this facilitybecause there is no stipend for a paid supervisor. Equipment needs better organization because itis difficult to move through the facility. Locker room facilities are provided for all of the teamson an equitable basis and meet the needs of the program. The locker room in the basement areathat serves the football, baseball and boys basketball team is in need of serious renovation. All

of the other locker room facilities are well maintained. The outdoor facility consists of a turffield surrounded by a six lane track, both of which appear to be in good condition. The fieldhouse is an excellent facility with concession stand, lavatories, and two team rooms. Thestadium area is a lighted facility with numerous bleachers, scoreboard and press box. There is asmall practice area used by the freshman football team and band program. It also serves as afacility for the track and field throwing events. The junior varsity boys and girls soccerprograms use the outfield area of the baseball field. As was expressed previously, students donot feel that use of these facilities is equitable. The outdoor area also consists of one baseballand one softball diamond. Although some of the amenities are similar, the softball facility doesnot have an enclosed dugout as is the case with the baseball diamond. In addition, there is noscoreboard on the softball field; however, it was stated that the JLSA would be purchasing ascoreboard shortly. While the softball program will benefit from the installation of a new scoreboard, the athletic director and coaches feel that the enclosure of the softball dugout should be agreater priority. Seating for both facilities is limited due to the location of these fields. There arefour tennis courts on site that are constantly in need of repair. Reoccurring cracks on the courtare repaired on an annual basis. It would be helpful to pursue the use of tennis courts in thecommunity to better accommodate the tennis program. Currently the teams rotate use of the fourcourts and as a result this has had an impact on the number of participants. The fields are linedand maintained by two members of the custodial staff who have done an outstanding job over theyears. Currently the scheduling of the building and fields by outside organizations is theresponsibility of the assistant principal.

The athletic department sponsors an end- of- season awards assembly at the conclusion of eachseason. During these assemblies, the student-athletes receive their certificates as well as otherstandard awards. This is an excellent opportunity for all of the athletes to recognize andcelebrate in the accomplishments of their peers. All of the constituents are satisfied with theawards recognition programs. In addition to this program, many of the teams independently hosta banquet that is organized and funded by the parents of their respective sport. All of the seniorathletes are recognized for their accomplishments at an end of year banquet that is funded by theJLSA. Scholarships are awarded at this time as well as plaques for each athlete. This program is


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well-attended and is a very special evening for the seniors. The Jonathan Law SportsAssociation does an excellent job organizing this function.

Currently there are no opportunities for students who are not members of an athletic team toparticipate in intramural sports. There are numerous club activities, several of which are of an

athletic nature such as ski club. The students interviewed did not express a real interest in anintramural program. The school does offer an open gym program for students to play basketballone or two nights a week in both the fall and spring seasons. This program is supervised by avolunteer faculty member. Students wanting access to the weight room need to secure theservices of a coach because there is no paid supervisor for this facility. It does not appear thatenon-athletes take the opportunity to use the weight room.

Jonathan Law has a very successful unified sports program involving 15 special needs studentsand 20 students as partners. The program offers opportunities for students to compete in soccer,basketball, track, volleyball and bowling. A very dedicated staff member has been responsiblefor coaching and organizing the entire program but does not receive a stipend for her efforts.

Uniforms and other supplies for this program have been funded through a grant. The programhas also received financial support from a parent group. The unified sports program should befunded fully by the board of education and should also include a coaching stipend. All of theindividuals interviewed raved about the benefits derived from this program and all of itssuccesses.

COMMENDATIONS

1. The efforts of the athletic director to provide a quality program in spite of the limitedfunding from the board of education

2. The outstanding support the Jonathan Law Sports Association provides to all of theathletic programs

3. The Jonathan Law school community for its strong and positive support of the athleticprogram that engages a large percentage of the student population

4. The unified sports program for the wonderful competitive opportunities it provides forthe special needs students

5. The willingness of teachers and coaches to volunteer their time to provide students withaccess to programs and facilities

RECOMMENDATIONS

1. That the Milford Board of Education provide sufficient resources on a consistent basis forthe operation of the athletic program in order to eliminate dependence on gate receipts


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2. Inform and educate all constituents about the costs of the athletic program, how thebudget is developed, and how funds are allocated

3. Develop guidelines that outline the process for adding additional sports such as indoortrack

4. Develop and implement a plan to financially support the ice hockey program in order toeliminate the participation fee and guarantee that program is consistent with all of theother sports

5. Develop guidelines for the JLSA which also includes the submission of a financial reportat the conclusion of each school year

6. Provide funding for the unified sports program that appropriately supports the specialathletes and includes a coaching stipend

7. Measure the needs and interests of Jonathan Law High School students for an intramuralsport program and use that information for future planning


24/38

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PROGRAM ADMINISTRATION

CONCLUSIONS

The Jonathan Law High School athletic department is supervised by a part-time athletic directorwho teaches two classes at the high school. A certified athletic trainer provides daily service tothe athletic program for a contracted 30 hours per week. An enhanced level of service could beaccomplished by using the trainer in additional ways, for example, to provide professionaldevelopment for coaches. Clerical help to the athletic director is not available within thedepartment except through the part-time assignment of two hours per day of a busy secretaryfrom the high school administrative offices. The athletic director, therefore, must provide notonly the leadership and organization that the department requires, but also much of the clericalwork associated with the position including submitting rosters, schedules, and other necessaryforms to the CIAC office, checking athletic eligibility and student performance, arranging fortransportation for teams, booking officials for contests, arranging for rescheduling cancelledevents, tracking athletic awards, evaluating coaches and providing professional development forthem, responding to routine phone calls and emails-- all very challenging responsibilitiescompounded by the lack of full time, dedicated assistance.

Adding to these responsibilities is the highly questionable practice of using gate receipts for theoperating costs of the athletic program, a practice not typically employed in high school athleticprograms in the state. Parents, coaches, and school personnel interviewed expressed seriousmisgivings about the continued use of this practice.

The Student-Athlete Handbookand the Coaches Handbookare comprehensive documents thatclearly provide the necessary information as well as policies and procedures for all involvedparties. They were last updated in August, 2009, and they are aligned with both the missionstatement of the athletic department and the school. The Student Handbookcontains a sectionwithin its general contents entitled Student-Athlete Handbook. This document is thorough andclearly delineates the expectations for student participants in the athletic program includingphilosophy and objectives, the substance use/abuse policy, code of conduct, school and NCAAeligibility rules, tutoring availability, awards policies and other vital policies regarding hazing,taunting, and sportsmanship Confusion exists, however, among parents and students about theacademic qualifications necessary for college sports eligibility required by the NCAA EligibilityCenter. Greater efforts need to be made by the school to clarify the role and requirements of theNCAA Eligibility Center for student-athletes and parents.

Sportsmanship has been a major emphasis at the school. Over the past three years, the Lawathletic program has been honored for the sportsmanship displayed by its teams by various stateathletic organizations of coaches, officials, and the prestigious Michaels Cup Committee, allindicators that the program is living its mission statement. Other documents provided to theCIAC visiting committee show the existence of information and forms concerning sportsconcussion management, conduct of coaches, athletic accidents, sports medicine and athletic


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training, emergency action plans, job descriptions for personnel in the athletic department,coaches evaluations, and guidelines for spectator behavior among other documents.

The Coaches Handbookoutlines the duties and responsibilities of personnel in the athleticdepartment and contains clearly expressed information on awards, booster clubs, fund raising,

injuries, legal liabilities and Title IX, among other important policies and procedures. Theathletic director holds a pre-season Meet the Coaches session each season with athletes andparents to present the expectations of the Law athletic program. The head coaches then reviewthe Student-Athlete Handbookwith athletes and parents during preseason team meetings.Parents and athletes are required to sign a verification form to indicate that they agree to thepolicies and rules set forth in the handbook. Coaches are required to collect these formsconfirming receipt and review of the Student-Athlete Handbook. The athletic director reviewsthe handbook and related information with the coaches at the beginning of each season. Changesare made to the handbook regularly and routinely in order to keep the coaching staff current withpolicy and procedures. However, since 2004, coaches, parents, and students have not providedinput into handbook changes. Annual revisions have been CIAC rules changes, Milford Board

of Education Code of Conduct and Eligibility changes, and other changes made by the schooladministration. Coaches stated that they felt well- informed and prepared to carry out theseregulations and operating procedures. The department uses the school systems website to postthe various forms used in the operation of the department such as permission slips and forms forphysical exams.

Athletics at Jonathan Law High School is generally viewed as a very positive experience by mostconstituents. In a survey of athletes, 94% agrees that playing sports at the school is a positiveexperience. Of the coaches, 89% feels similarly as do 77% of parents surveyed. Studentparticipation rate in the athletic program is approximately 50%, a substantial level ofinvolvement. However, opportunities for increasing participation by more students in theathletic program should be found. Adding a non-cut winter season sport could help in this regard.There is great interest among students for indoor track. Law is presently one of only two schoolsin the Southern Connecticut Conference that does not have a winter season track program. Theother school is Milfords Foran High School. Additionally, lacrosse is a burgeoning sport in theMilford community, and there are calls for its inclusion into the high schools athletic program.

Paid assistants in many sports programs are lacking. Consideration should be given to increasingthe number of coaches overseeing the boys and girls outdoor track programs as they havetraditionally demonstrated high participation rates (90+ male athletes and 80+ female athletes).Each program is served by only two coaches, a situation now presenting supervision and safetyissues. Understaffing issues are also prevalent in the boys and girls cross country programs andwith some freshman teams. There is one coach (one stipend) for four teams in the cross countryprogram, boys varsity and JV and girls varsity and JV. There is no paid assistant coach for thehockey team, a team that does a great deal of traveling, and the only program within thedepartment that uses a pay-to-participate requirement. The participation fee is presently $850.Additionally, Law High School has a growing and successful Unified Sports program, one thatnow includes six sports and twice-weekly practices, but its coach has not been compensatedsince taking over the program four years ago. This situation in particular needs immediateattention.


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Many coaches expressed confusion regarding the budget process employed in the athleticdepartment. Although the coaches handbook provides a form that every head coach must fillout for their budget requests for the next year and the end of season reports with their budgetrequests are discussed at the head coaches individual end of season evaluation meeting, many

coaches who were interviewed stated they are usually not apprised of their yearly monetaryallotments. Some coaches felt that even though they made requests for the following year, theynever received specific information regarding how much money they had to work with when thebudget was established. They wanted more decision-making responsibilities so that they couldprioritize their spending. Better communication concerning the budget development and the finalallocations would benefit the process of budgeting for equipment and supplies. Although theathletic director indicated that the end of season evaluation meeting provides time for budgetrequests, some coaches do not feel that these discussions are occurring routinely and suggestedthat individual end-of-season meetings with the athletic director would provide opportunities forbudget input and for reviewing the season in general.

All groups interviewed are able to articulate the values that Law seeks to instill in its student-athletesrespect, teamwork, time management, discipline, respect, and many other worthyvalues. Winning is important, but not at the expense of these values. Interviews conducted bythe visiting committee with non-participating students reveal that they feel athletics is an integralpart of the high school program. They generally have very positive things to say about theirfellow student-athletes, particularly that there is no divisiveness in the school between athletesand non-participating students. Everybody gets along is the common refrain. All groupsinterviewed by the visiting committee state that a proper balance between academics and sportsexists at the school. Support for this notion can be seen in the 2.0 rule required for athleticparticipation, a rule more stringent than that applied by the CIAC. A one-time appeal process isavailable to each athlete as part of this policy. Tutoring support is available to athletes havingdifficulty meeting the standard. Coaches reported that they have access to students grades, orthat they ask their athletes to bring their report cards to practice. Still, a more comprehensiveand efficient method to provide this information to coaches should be developed, one which mayimprove the dialogue between coach, counselor, teacher and athlete.

All sports teams at Law are supported by a central booster club, the Jonathan Law SportsAssociation (JLSA), a group which meets the first Monday of each month. The athletic directoris the schools liaison to the JLSA. No individual team booster clubs are permitted within theathletic program, a rule that has been in place for nearly 25 years. There are no writtenguidelines that explicitly describe the role and responsibilities of the Sports Association, but theAssociations by-laws state that all requests for funding support from teams must first beapproved by the athletic director. JLSA funds are kept in an out-of-school account, not anadvisable practice. The Sports Association allots $500 per team per year. The JLSA recentlydonated a $5000 scoreboard for use by the schools softball program. Individual teams doconsiderable fundraising as well. As one coach said, the money helps our kids to look good.The athletic director estimates that $50,000 dollars is raised each year collectively by teams inthe program. Also, four or five $2000 dollar scholarships are awarded to graduating seniors eachyear by the JLSA.


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The athletic department emphasizes proper behavior at all sports events in a variety of ways.Procedures for management of all home contests generally comply with the CIAC Manual forTournament Operations and Guidelines for Crowd Control and Security. However, thedepartment does not have written emergency evacuation procedures for home events, but theannouncer at events held in the gym does state the evacuation procedures aloud to the spectators.

Rules for spectators are announced at each home athletic contest. Furthermore, rules forspectators are posted in the gym. Appropriate security personnel along with contest managementstaff and the athletic director address fan behavior on a routine basis. Adequate staffing isprovided for all home contests. The athletic director is a very visible presence at home contestsand some away contests as well. Taken together, these efforts have resulted in improvedsportsmanship by both players and spectators over the past few years.

Coaches are evaluated annually. The athletic director evaluates the head coaches; head coachesevaluate assistant coaches. The coaching evaluation form is thorough and allows for self-reflection on the part of the coaches. Among coaches responding to the survey, 89% findsatisfaction with the evaluation process. The athletic director cannot evaluate a certified teacher

in the district who coaches a sport. That task is completed by a school or district administrator.The athletic director is certified to instruct numerous CIAC coaching modules and periodicallyoffers staff development programs to enhance the skills of the coaching staff. Several of theseprograms are offered annually at no cost to the coaches. An evaluation plan that includes a linkbetween each coachs performance and a targeted professional development plan based upongoals established mutually by the coach and athletic director would enhance this evaluationprocess. Additionally, the coaches evaluation plan needs to be reviewed and updated to reflectmore current standards such as those employed by the CIAC visiting committee.

The efforts and accomplishments of athletes and coaches are recognized in three end-of-seasonawards assemblies. Additionally, public address announcements, bulletin boards, and teambanquets showcase achievements. Banners in the gym and trophy display cases visiblydemonstrate pride and achievement. All-State players are recognized by banners hanging fromthe gymnasium rafters. A senior awards banquet is held yearly in June at which time qualifyingseniors receive a plaque detailing their athletic participation. The overall sentiment amongparents, athletes, and coaches is that Jonathan Law High School appropriately recognizes theachievement of its athletic program.

The athletic director maintains informal but open lines of communication with athletes, parents,and the community. A more formal process for seeking input and improving communicationamong all constituents in the program would enhance this effort. Nevertheless, athletes, parentsand coaches have many good words to say about the work performed by the current athleticdirector over his many years of dedicated service to the school.

COMMENDATIONS

1. The leadership and organization brought to the athletic department by the athletic directorwho enjoys a wide base of support among constituencies at the high school


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2. The policies and procedures manuals and documents which clearly and comprehensivelydescribe the rules, regulations, and procedures of the athletic department and the efforts

made to communicate this information to the athletic community

3. The athletic program for providing what is generally recognized by all constituent groupsas a very positive experience for student-athletes at the high school

4. The athletic departments efforts at promoting sportsmanship and proper fan behaviorwhich have resulted in several awards bestowed recently on the program by various

professional associations as well as by the Michaels Cup Committee

5. The maintenance of the 2.0 rule for athletic participation, a standard higher than thatrequired by the CIAC

6. The many ways that the school and the athletic department recognize the achievements ofstudent-athletes and teams

7. The support provided to the athletic program by the Jonathan Law Sports Associationbooster club

RECOMMENDATIONS

1. Create a full-time director of athletics position to better serve the needs of the Law HighSchool athletic program

2. Increase the level of clerical assistance given to the athletic director through secretarialsupport dedicated to the operations of the athletic office

3. Supplement the level of financial support to the athletic program so that gate receipts areno longer relied upon as the chief source of revenue for operating expenses

4. Improve dialogue and communication with all athletic department constituents, bothwithin the high school and with the Milford community as well, regarding the role and

importance of the NCAA Eligibility Center for athletes seeking to qualify to play sports

at the collegiate level

5. Continue to seek ways to use the expertise of the athletics trainer for the professionaldevelopment of the coaching staff

6. Formalize ways to improve the frequency of contact with and input from all stakeholdersin the athletic program concerning topics such as policy and program changes,


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department needs, improvement plans, financial status, budgeting procedures, athletic

achievements, and other issues vital to maintaining a well- informed athletics community

7. Involve coaches, parents, and student-athletes when making changes to departmenthandbooks, policies, procedures, and other important information

8. Seek ways to increase student participation in the schools athletic programs through theaddition of no-cut varsity sports, such as boys and girls indoor track

9. Improve coaches understanding of the budget process, and reduce the unnecessaryduplication of purchases now occurring

10. Increase the number of paid coaches to address supervision and safety concerns in theboys and girls outdoor track programs, the boys and girls cross country programs, the

ice hockey program, and in freshman programs as well

11.Find ways to eliminate the sports participation fee in the ice hockey program, the onlysport in the athletic program that uses this method of funding

12.Provide a stipend for the Unified Sports coach position at a level appropriate to time andresponsibility commitments of other programs in the athletic department

13.Develop a more efficient, accessible, and timely method of providing coaches withinformation on the academic performance of their respective athletes; provide training for

coaches, as necessary, to access and interpret such information

14.Review and update the coaches evaluation plan and related documents to reflect morecurrent standards, such as those utilized by CIAC visiting committees conducting athletic

department evaluations


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Documents

Transcript of Milford Athletic Evaluation- Law CIAC 2-1-11 Final