Athletic Audit 

  Atlanta Public Schools   Assessment and Action Plan 

  Wagner and Associates, Incorporated   July 2009  

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EXECUTIVE SUMMARY

The Atlanta Public Schools (APS) has been recognized nationally for its successful comprehensive school reform. In support of continuous improvement, this study provides a comprehensive assessment of the interscholastic athletics program and offers recommendations and suggestions to enhance the program at the strategic (district) and operational (school) levels.

In their initiatives to fully utilize available resources, Superintendent Dr. Beverly L. Hall and the City of Atlanta Board of Education (BOE) commissioned Wagner and Associates to conduct an assessment and provide a comprehensive evaluation of the APS athletic program for middle and high schools during the 2008-2009 school year. The firm was also asked to recommend an action plan that would further improve the interscholastic athletics program in support of students and the overall educational process. The methodology for this project utilized multiple instruments, including the following: (a) interviews with APS senior administrators, local agencies, state associations, administrative assistants, professors, educational leaders, and interscholastic and intercollegiate athletic administrators; (b) numerous site visits to all middle and high schools and district athletic facilities, as well as visits to many other public, private, recreational, scholastic, collegiate and professional facilities within and adjacent to the metropolitan area; (c) a comprehensive literary review; (d) interviews with middle and high school officials and employees; (e) inspections of APS athletic and physical education facilities; (f) online surveys of middle and high school head coaches with follow-up interviews; (g) community meetings with parents, alumni and boosters; (h) examination of quantitative data; (i) review of policies, procedures, rules and guidelines, and; (j) consultations with architects, demographers, statisticians, researchers and BOE members. An extensive review of the pertinent literature related to correlations between interscholastic athletics and student achievement revealed strong evidence supporting the benefits of student participation in extracurricular activities, especially interscholastic athletics. Found in this investigation is the overwhelmingly advantage of participation in middle and high school sports. Playing school sports improves behavior and instills greater self-discipline, especially noticeable in the middle grades. Females gain just as much value from sports participation as males. When ninth grade students play sports, there is less chance of them being retained in the same grade and eventually dropping out of school. If involved in a high school sports program, the odds are significantly greater that a student will graduate on time. Competitive teams create community support for schools. Do sports help or hinder student learning and future success? The research overwhelmingly proves that they help. It is a proactive and innovative school system that maximizes interscholastic athletics as a tool to support students and accomplish lofty academic goals, including raising the graduation rate.

The surveys of head coaches at all middle and high schools and their follow-up interviews revealed that APS could accentuate its greatest strength (people) by expanding learning opportunities for coaches and students, and by maximizing distributive leadership. It could reduce or eliminate its greatest weakness (lack of funding and support) by creating a new financial model, and by critically evaluating and redesigning its support systems. Directly

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addressing the reported apathy among students, parents and staff could lead to expanded participation and interest, as well as parental and community support. Increasing sports schedules and providing more opportunities for students to learn sports skills could improve ability levels, thus enabling students to reach their full potential. Nine strategic issues critical to success are identified in this study. They are:

(1) The governance and authority for interscholastic athletics at the school and district levels are unclear and confusing, thus causing a lack of strategic vision.

(2) The greatest strength of the APS interscholastic athletic programs is its people (coaches and student-athletes, as well as parents, teachers, staff, and administration). Coaches were identified as having the most influence on program success, similar to that of teachers in the classrooms.

(3) The major weakness of the APS interscholastic athletic program is the lack of funding, especially for equipment and uniforms.

(4) Operational expenses for athletics should be systematically monitored to assure that they are appropriate in today’s market.

(5) Outdoor sports facilities are insufficient and often poorly maintained. (6) The system does not have a viable plan for sports programming. (7) APS high schools are at a competitive disadvantage in developing the strength and

conditioning of student-athletes. (8) Indoor facilities need repair. (9) Additional risk-reduction actions need to be considered.

Findings of this study further reveal that governance (item #1 above and related to school and district realignment and accountability), lack of funding (item #3 and related to resources and potential) and program planning (item #6 and related to participation and vertical expansion) are the pivotal issues. The consultants believe that the future success and effectiveness of the APS interscholastic athletics program is largely dependent upon how these three strategic issues are resolved.

In summary, Wagner and Associates has provided (a) a clear understanding of the present condition of the existing athletic program, (b) an appreciation for the benefits of a successful athletic program, and (c) a strategic plan to improve the quality and outreach of the athletic pro gram. A successful public school athletic program supports the educational process in teaching individual values, teamwork and skills that lead to good citizenship, academic achievement, confidence, aspirations, scholarships, recognition, school spirit and community support. Bold and creative initiatives that are unique to metropolitan Atlanta are included in the action plan. Increasing student participation is the multiplier which will lead to success.

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PREFACE

Students benefit from participation in extracurricular activities, especially interscholastic athletics. A strong athletics program can also support academic achievement. This belief called us to action in response to a request from the Atlanta Public Schools (APS) for this study. APS senior leaders asked for honest, detailed and candid observations. The encouragement we received during this study enabled us to use high standards in measuring our assessments. The findings have led us to offer bold and creative recommendations. This study includes a snapshot of the current status of the APS athletics program. It is not an audit of finances, Title IX or the health and physical education curriculum. This report is also limited to the data we received and the information we obtained from individuals within the school system. We join many others in applauding the recent accomplishments of the APS, especially those related to academic achievement. We now know why such success occurs. It is because the people of Atlanta want the same kind of opportunities for their children that others have. This means the same high standards for every program the APS sponsors. Therefore, we are confident that this report can lead to the development of a quality athletic program. More importantly, we believe that its implementation will lead to greater opportunity and success for boys and girls in Atlanta. - The Authors

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ACKNOWLEDGEMENTS

No audit of this kind would be a success without the dedicated efforts of key Atlanta Public School administrators, staff, and coaches whose vision, wisdom, and guidance so significantly helped shape the plan. Superintendent, Dr. Beverly L. Hall was the driving force of this bold study with the full approval and support of the members of the Atlanta City Schools Board of Education. APS Chief of Staff Sharon Pitts, Deputy Superintendent for Instruction Kathy Augustine, and Executive Director of Learning Excellence Crystal Lottig refined the charge and were instrumental in guiding the audit by soliciting the full cooperation of other key administrators. Director of Health, Physical Education and Athletics Billette Owen-Ashford not only provided data and insight into the operation of the athletics program, she guided the audit by soliciting the cooperation of the school athletic directors, head coaches, selected student-athletes, parents, and booster club members and by providing access to the athletic facilities. The significant contributions of the athletics directors at each school, the head coaches and selected student-athletes who contributed to the plan created a forum from which much of the essential information was derived. To all those whose vision will shape the direction of the Atlanta Public Schools interscholastic athletics program and its proud heritage, may this plan enhance the quality of service to the Atlanta community and the quality of the student-athlete experience.

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ABOUT THE AUTHORS David “Bucky” Wagner, Ph.D.

Dr. Wagner acquired a series of professional experiences in his forty plus years in athletics. He was a recognized student-athlete at Ohio University where he quarterbacked the 1960 NCAA College Division National Championship Football Team. He then spent eleven years as a football coach at Ohio University and Florida State University. While at Florida State, he received his PhD and moved out of Athletics into University administration, where he became the Dean of Student Academic Services.

In 1978 he moved to Vanderbilt University as the Assistant Athletics Director for

Business and Finance. In 1981 he became the Athletics Director at Georgia Southern University. At Georgia Southern he started a football program that won four national championships in his tenure and two more since he retired. He organized Southern Boosters a direct support organization for athletics, began an annual fund drive that raised over 20 million dollars to support the operations of the football program. He initiated a capital campaign that funded the construction of 18,000 seat Allen E. Paulson Stadium. Dr. Wagner raised the funds, built the stadium, and played the first home game in the stadium in two years and nine months after starting to work at the University.

Dr. Wagner retired from the Athletics Director’s position in 2002 and became a full-time

Associate Professor of Sports Management. His teaching areas were Sport Law and Risk Management and Strategic Planning in Sport. Dr. Wagner soon became a noted consultant in school sports.

Dr. Wagner was instrumental in creating the national 1-AA Football Athletics Director’s Association. He was the first president of the Association. He has been inducted into the Ohio University Athletics Hall of Fame, the Georgia Southern University Hall of Fame, and was named, “Sports Executive of the Year” by the Georgia Sports Hall of Fame. Charles Webb, Ed.D.

During more than 32 years in education, Dr. Webb served as a teacher, coach, department chair, athletic director, assistant principal, principal, and central staff administrator before retiring as a superintendent in 2008. He earned four degrees from Georgia Southern University, including the Doctor of Education (Ed.D.) degree in School Administration. He graduated from the U.S. Army War College in 1997 and retired in 2000 as a Brigadier General in the Reserve of the United States Army.

Dr. Webb completed the Georgia Superintendents Professional Development Program in

2005, and the Principal’s Institute at Harvard University in 2004. In 2001, he was designated by the National Interscholastic Athletic Administrators Association (NIAAA) as a Certified Master Athletic Administrator (CMAA).

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For 23 years, Dr. Webb was a highly successful head football coach and athletic director. He also coached baseball, girls softball, boys and girls basketball, golf, and track and field. He was the Georgia Athletic Director of the Year in 1993 and nominated for the National Athletic Director of the Year in 1994. He served as president of the Georgia Athletic Directors Association in 1994-95. He was selected as STAR Teacher in 1979 by the Statesboro-Bulloch County Chamber of Commerce and was recognized in 1972 by the Joseph P. Kennedy Foundation for his local leadership in Special Olympics.

Dr. Webb received the Ashe-Stuckey Leadership in Government Award in 2004 for his

leadership in gender equity initiatives in Georgia. He has served on the advisory board of the Georgia Partnership for Excellence in Education (GPEE) since 2002. He is a member of the American Legion and other military and veterans organizations, as well as national and state professional associations. He was inducted into Phi Delta Kappa in 1993. As an independent consultant, he currently assists school systems with strategic planning, team building and leadership development.

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TABLE OF CONTENTS Executive Summary ......................................................................................................................... i Preface............................................................................................................................................ iii Acknowledgements........................................................................................................................ iv About the Authors............................................................................................................................v Part I - Introduction..........................................................................................................................1

Purpose of the Study ................................................................................................2 Procedures................................................................................................................3 Athletic Program Overview .....................................................................................6

Part II - Literature Review ...............................................................................................................5

Interscholastic Athletics and Student Achievement ................................................6 References..............................................................................................................14

Part III - Middle School Assessment .............................................................................................19

Overview of the Middle School Athletics Program...............................................20 Site Visits, Survey and Interviews .........................................................................20 Coaches ..................................................................................................................21 Players and Activities ............................................................................................24 Facilities.................................................................................................................26 Equipment and Supplies ........................................................................................27 Funding ..................................................................................................................28 Risks.......................................................................................................................30 Strengths and Weaknesses .....................................................................................32

Part IV - High School Assessment.................................................................................................36

Overview of the High School Athletics Program ..................................................37 Site Visits, Survey and Interviews .........................................................................37 Coaches ..................................................................................................................38 Players and Activities ............................................................................................40 Facilities.................................................................................................................41 Uniforms, Equipment and Supplies .......................................................................42 Funding ..................................................................................................................43 Risks.......................................................................................................................44 Strengths and Weaknesses .....................................................................................46

Part V - Strategic Issues and Recommendations ...........................................................................51

Strategic Issue #1 (Governance and Leadership)...................................................52 Recommended Action Items..................................................................................56

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Strategic Issue #2 (Coaches)..................................................................................58 Recommended Action Items..................................................................................59

Strategic Issue #3 (Revenue Enhancement)...........................................................60 Recommended Action Items..................................................................................61 Strategic Issue #4 (Monitoring Operational Expenses) .........................................62 Recommended Action Items..................................................................................63 Strategic Issue #5 (Outdoor Sports Facilities) .......................................................63 Recommended Action Items..................................................................................64 Strategic Issue #6 (Sports Programming) ..............................................................66 Recommended Action Items (Middle School Program)........................................68 Recommended Action Items (High School Program) ...........................................70 Strategic Issue #7 (Strength and Conditioning) .....................................................74 Recommended Action Items..................................................................................75 Strategic Issue #8 (Indoor Facilities) .....................................................................75 Recommended Action Items..................................................................................76 Strategic Issue #9 (Risk Management) ..................................................................77 Recommended Action Items..................................................................................79

Part VI - Action Plan......................................................................................................................82

Governance and Leadership...................................................................................83 Coaches ..................................................................................................................84 Revenue Enhancement...........................................................................................84 Monitoring Operational Expenses .........................................................................84 Outdoor Sports Facilities .......................................................................................85 Sports Programming ..............................................................................................85 Strength and Conditioning .....................................................................................86 Indoor Facilities .....................................................................................................86 Risk Management ..................................................................................................87

Appendices

A. Action Plan Comprehensive Model ........................................................................88 B. Student Participation .............................................................................................112 C. Metro RESA Coaches Stipends.............................................................................117

Part I

INTRODUCTION

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INTRODUCTION Purpose of the Study

The Atlanta Public Schools (APS) has been recognized nationally for its successful comprehensive school reform. In support of continuous improvement, this study provides a comprehensive assessment of the interscholastic athletics program and offers recommendations and suggestions to enhance the program at the strategic (district) and operational (school) levels. Procedures

The consultants initially participated in a teleconference with APS Superintendent Dr. Beverly L. Hall. During this conference, Dr. Hall provided the charge to the consultants. The consultants subsequently met with APS Chief of Staff Sharron Pitts, Deputy Superintendent for Instruction Kathy Augustine, and Executive Director of Learning Excellence Crystal Lottig who refined the charge and reviewed the deliverables. Director of Health, Physical Education and Athletics Billette Owens-Ashford also met with the consultants to provide an overall introduction and overview of the APS athletic program.

The consultants also interviewed the following APS senior administrators at various times during the period December 2008 through June 2009: Deputy Superintendent for Operations Roger Kubler; Chief Financial Officer Chuck Burbidge; Human Resources Director Demarks Perryman-Garrett; Employees Benefits and Risk Management Executive Director Jeff Thomas; Facilities Services Executive Director Valerie Thomas; Capital Improvements Director Jere Smith; Transportation Director Harold Walker; Security Director Marquette Sands; Policy and Government Relations Director Rebecca Kaye; Demographer Kevin White of the Department of Research, Planning and Accountability; and Director of Procurement Randall Sellers. Also interviewed were APS high school and middle school principals who were available during onsite visits to discuss their schools, as well as share their perceptions of district athletic support and operations.

Georgia High School Association (GHSA) Executive Director Ralph Sweargin and Assistant Executive Director Gary Phillips were interviewed during January 2009 in Thomaston, Georgia. Recreation Program Administrators Robert Haygood and Tony Hill of the Department of Parks, Recreation and Cultural Affairs for the City of Atlanta were interviewed during early June 2009 in Atlanta. Various others including parents, boosters, alumni, administrative assistants, professors, educational leaders, and interscholastic and intercollegiate athletic administrators and coaches were helpful in providing information related to parts of the study.

The consultants made several visits to the high schools and middles schools. The first

visits occurred during December 2008 to meet the school athletics directors, examine the school climate, and survey and photograph the athletic facilities. Second visit was made to the high schools during January and February 2009. The purposes of these visits were to validate the data on facilities, seek answers to facility questions that had emerged earlier in the analysis, and

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solicit opinions of the coaches and athletic directors concerning these facility questions and issues.

The consultants administered an online survey to all head coaches at the high schools and middle schools during February and March 2009 to obtain information about coaches, student-athletes, facilities, fund raising, equipment and uniforms, and risk management. Lists of strength and weaknesses of the APS athletic programs were also requested. Opportunities and threats were then identified by the consultants, and the surveys were subsequently followed with a private thirty minute interview with each head coach at every high school and middle school during March and April 2009. During these onsite visits, the consultants also met with selected student-athletes at high schools. Follow-up visits with selected coaches and athletic directors were also made to each high school to review preliminary recommendations being considered for each school and the overall system.

Two evening meeting were scheduled to seek input from parents and boosters. One was held at Jackson High School in March 2009 and the other at Douglass High School in April 2009. Another lengthy meeting was also held with concerned parents from Grady High School in March 2009. Dr. Wagner attended a community advisory committee meeting at Coen Middle School in March 2009 to hear athletic concerns from middle school parents.

An extensive request for data was made early in study to the Director of the Department of Health, Physical Education and Athletics, and the consultants met with the Director and her two Coordinators throughout the study process, including a day-long concluding interview in early June 2009. Athletic Program Overview

The Atlanta Public Schools (APS) offers a comprehensive interscholastic athletics program throughout the school year. Title 20 of the Official Code of Georgia, Annotated (O.C.G.A. §20-2-240) gives the State Board of Education (SBOE) the legal authority to adopt and prescribe rules for public schools in Georgia. The Georgia Department of Education (GDOE) supports such competitive interscholastic activities with reasonable rules and regulations, provided such participation does not interfere with the academic achievement of students.

Enabling provisions and state rules for interscholastic athletics are provided by SBOE Policies IDE (1) for high schools and (2) for middle schools, as well as IDFA/MDBA for gender equity in sports. These same provisions and rules are codified in GDOE Rule 160-5-1-.18 for high schools, GDOE Rule 160-5-1-.19 for middle schools, and GDOE Rule 160-5-1-.20 for gender equity in sports.

The APS Board of Education (BOE) has adopted policy IDE for extracurricular activities, policy IDF for interscholastic activities, and policy IDFA for gender equity in sports for grades 6-12. The APS also authorizes (but does not require) high schools to join the Georgia High School Association (GHSA), which governs interscholastic competition within the state for high

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schools. GHSA is a quasi-public organization, but does not include middle schools in its membership.

APS monitors and supervises its athletic programs through a Department of Health, Physical Education and Athletics (DHPEA) that is included in the APS Department of Learning Excellence. DHPEA provides a manual of Standard Operating Procedures to guide high schools and middle schools in the operation of their athletic programs. The DHPEA certificated staff consists of one director (administrator in charge) who assigns and supervises two coordinators. One of the coordinators supervises athletic activities for high schools and manages student eligibility certification. The other coordinates athletic activities for middle schools and supervises health and physical education for all grades. DHPEA is located at Lakewood Stadium and is supported by three classified employees, who assist with administrative and clerical duties.

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Part II

LITERATURE REVIEW

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LITERATURE REVIEW Interscholastic Athletics and Student Achievement The purpose of this section is to review the pertinent literature related to correlations between interscholastic athletics and student achievement. The following provides strong evidence supporting the benefits of student participation in extracurricular activities, especially interscholastic athletics. The condition of middle and high schools in the United States is a major concern among both educators and policymakers. Today, three of 10 students throughout the nation fail to earn a high school diploma. Barely half of disadvantaged minority students graduate (Swanson, 2009). Despite progress in high school graduation rates, a significant gap continues to exist between whites and minorities in America. The U.S. Census found that only 80% of African Americans age 25 and over have a high school diploma, compared with approximately 89% of non-Hispanic whites, 86% of Asians, and 61% of Latinos (Jealous, 2009).

The term “crisis” is rightly being used to describe the challenges facing America’s schools. Concerns about graduation rates have resulted in recent debates over educational reform, the nation’s economic vitality, and the direction of the domestic public policy, thus affirming the growing importance of this issue (Swanson, 2009). Newly elected U.S. President Barack Obama has also made high school reform a central component of his new education agenda. The topic was frequently addressed on the campaign trail. Furthermore, the nation’s dropout crisis was featured prominently in his first major address on education (Obama, 2009). The 2007 America COMPETES Act (Public Law 110-69, 2007) reaffirmed that quality high school education is critical to the broader strategy for maintaining America’s position in the international economy. Closing the Graduation Gap (2009) describes earning a high school diploma not only as a source of individual economic benefit, but also as an essential foundation for the nation’s competitiveness in a rapidly globalizing world economy. As the nation and its leaders at all levels of public life struggle with the severe fiscal crisis of the past year, education continues to garner attention as a crucial path to economic recovery (Swanson, 2009). Using data from the U.S. Census Bureau, the Editorial Projects in Education (EPE) Research Center examined high school graduation rates in the nation’s 50 largest cities. Based on 2006 data, Cities in Crisis (2008) reported just over one-half (52%) of the students entering the ninth grade in the principal school systems of the nation’s 50 largest cities completed high school with a diploma. This same analysis showed that high school graduation rates are 15 percentage points lower in the nation’s urban schools compared with those located in the suburbs. A year later (2009), a similar report by the EPE Research Center showed only slightly better results (53%). Amazingly, this means that graduating from high school in America’s largest cities essentially amounts to a toss of the coin (Swanson, 2009).

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The Atlanta Public Schools (APS) is among these 50 urban school systems diligently

working to increase the number of its students earning a diploma. The APS consist of 96 schools with approximately 52,000 students and over 4,100 teachers. In 1999, the APS Board of Education hired Dr. Beverly Hall as its new Superintendent of Schools. Under her leadership, this once low-performing school system has embarked on a comprehensive school reform program. The results so far have been remarkable. Dr. Hall was recently named the 2009 National Superintendent of the Year by the American Association of School Administrators (AASA). According to AASA Executive Director Dan Domenech, it has been Hall’s leadership that has turned Atlanta into a model of urban school reform. He added, “Throughout her long and successful tenure in Atlanta, Hall has accomplished significant gains in student achievement. She has demonstrated a commitment to setting high standards for students and school personnel, working collaboratively with the school board, and meeting the needs of the local community.” (Domenech, 2009) The APS graduation rate has steadily improved from 39% in 2002 to 72% in 2008 (GDOE, 2009). Strategic initiatives such as Project GRAD (Graduation Really Achieves Dreams), Middle School Transformation and High School Transformation are showing results. Transforming the Atlanta public schools is “analogous to climbing a mountain,” according to Dr. Hall (Laman, 2009). Leadership matters. In fact, research supports that leadership is second only to teaching among all school-related factors in its impact on student learning. Furthermore, the impact of leadership tends to be greatest in schools where the learning needs of students are most acute (Anderson, 2004). Like APS, the number one goal of Georgia’s Alliance of Education Agency Heads (AEAH) is to increase the graduation rate, decrease the drop-out rate, and improve student progression from pre-school through high school, as well as post-secondary education and into the workforce (State of Georgia, 2007). Evidence indicates that the APS is becoming even more forward thinking and progressive in its approach to raising its graduation rate. The strategic and creative leadership that has brought APS so far in such a short period of time continues to seek innovative ways to support students.

The APS approach has been broad. Elementary schools received the most attention early in Dr. Hall’s tenure, and that visionary effort is paying off. In 2008, every elementary school in Atlanta made Adequate Yearly Progress (GDOE, 2008). Since 2003, math and reading scores have improved faster than any other urban school district (Laman, 2009). APS was the only district in metropolitan Atlanta to be named as a Title I Distinguished School District (OSA, 2008). Nearly all of the Performance Index Awards presented to APS last year by the state were earned by elementary schools, including six with the highest percentage of students meeting and exceeding standards and 18 with the greatest gains in test scores. However, only two middle schools (Inman and Parks) and no high schools received these awards last year.

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Attention has previously focused almost exclusively on the early grades in the belief that

giving students a strong start would put them on a path to success. As a result, fourth graders enrolled in the APS and throughout the nation have shown significant improvement. According to the Governor’s Office of Student Achievement (OSA), every fourth grade category (reading, English/language arts, mathematics, social studies and science) in the APS shows improvement. For example, the Criterion-Referenced Competency Test (CRCT) scores in science have leaped for students exceeding proficiency from16% in 2006 to 31% in 2008 (OSA, 2008). A recently awarded grant of $22 million from the GE Foundation, the largest ever received by the APS, will deliver even more intensive math and science instruction.

Such efforts to improve reading and math in the elementary grades are commendable.

Yet 68% of the nation’s eighth graders still read below the proficient level, and approximately one-fourth are unable to read at all, according to statistics provided by the National Middle School Association (2006). Middle schools (grades 6-8) serve as a collective bridge between the elementary grades and high schools. Under the federal No Child Left Behind (NCLB) Act, approximately 57% of the students tested annually are in grades 5-8. The funding program that supports NCLB is Title I, yet only 15% of these funds are allocated to middle and high schools. Furthermore, the United States still does not have a cohesive national policy for the middle grades (NMSA, 2006).

According to the NMSA (2006), the national movement to “leave no child behind” has

largely bypassed students in the middle. This is not the case in Atlanta. Current APS projects involving middle and high school transformations are underway. The purpose of these two coordinated initiatives is to create smaller, 21st century learning centers where students can receive a world-class education and graduate with more effective options for lifelong success.

The transformation process is being implemented over a five-year period. Balancing

academic and social-emotional needs of the young adolescent and supporting the high school transformation initiative by preparing students to make a smooth transition into high school are two of the goals for the middle school transformation project. Since increasing student achievement in the ninth grade is a critical piece of this effort, more enablers are going to be needed to accomplish these two goals for students in grades 6-8.

At the high school level, two of the four transformation goals are to graduate at least 90%

of incoming ninth graders in four years and to ensure that Atlanta Public Schools are the first choice for students and parents who reside in the district. Like the middle school transformation, additional strategies will be needed to encourage student attendance, personal growth and graduation from high school. Extracurricular activities can be important multipliers in these two transformational projects. A study in the Harvard Educational Review found that participation in extracurricular activities in high school appears to be one of the few interventions that benefit low-status, disadvantaged students (Eide & Goldhaber, 2002). Participation in extracurricular activities is a valuable part of the overall high school experience. According to the National Federation of State High School Associations, such activities promote citizenship and sportsmanship, instill a

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sense of pride in a community, teach lifelong lessons of teamwork and self-discipline, and facilitate the physical and emotional development of young people (NFHS, 2008).

Student participation in high school activities also supports the academic mission of schools. Extracurricular activities are not diversions but rather extensions of good educational programs. Most research (e.g., Eccles & Goodman, 2002; Eccles & Templeton, 2002; Larson, 2000) supports increasing opportunities for student participation in extracurricular activities (Fredricks & Eccles, 2006). Such opportunities are seen as controlled learning environments that can be structured for developing personal and interpersonal skills (Larson & Varma, 1999). Conversely, students who spend no time in extracurricular activities are 49% more likely to use drugs and 37% more likely to become teen parents than those who spend one to four hours per week in extracurricular activities (USDOE, 2002). Stephanie Gerstenblith and her fellow researchers, writing in the 2005 book, Organized Activities as Developmental Contexts for Children and Adolescents state, “Just as schools with efficient procedures and structure have been found to have positive outcomes, our findings indicate that participants in after school programs with these qualities experience reductions in rebellious behavior and increases in intentions not to use drugs.” (p. 456)

Furthermore, extracurricular activities allow students to demonstrate a wider range of skills and interests than is available in most academic contexts (Larson, 2000). Larson and Kleiber (1993) used experience-sampling techniques to compare adolescents’ experiential states in curricular and extracurricular contexts and found that youths in school reported low intrinsic motivation, difficulty concentrating, and high rates of boredom. Conversely, they found that youths in structured voluntary activities had higher intrinsic motivation, easier concentration and greater challenges. Unfortunately, sports and school clubs are often viewed as less important than the academic curriculum and are some of the first items to be cut during fiscal constraints. Educators should reevaluate these assumptions because of the potential developmental benefits of participation in extracurricular activities for many high school adolescents (Fredricks & Eccles, 2005).

As the largest provider of extracurricular activities in most schools, interscholastic athletics can have significant benefits for a great number of students, especially those in the middle grades. According to a study done in 2001 by researchers at Clark University in Worchester, Massachusetts, “middle-school kids in inner-city neighborhoods who play organized team sports have a higher sense of self-worth and better social skills than their less athletic peers.” The Clark researchers noted that “kids living in poor urban neighborhoods have, on average, 40 hours of unstructured, unmonitored time each week. Organized team sports could be a positive alternative to drug use and other delinquent activities” (Gardner, 2001). Similarly, McHale’s (2001) findings indicated that a significant number of student athletes surveyed in middle schools showed improvement in overall academic performance and behavior. Additionally, such activities have been associated with several other positive student outcomes including higher career aspirations, better school attendance and improved social standing among peers (Silliker & Quirk, 1997). Blum and fellow researchers (2002) analyzed data from the congressionally mandated National Longitudinal Study of Adolescent Health, the largest survey of adolescents in United States history. Data reveal that a student’s activity participation was the only school-related variable that provided protection to students for every single outcome of

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risky behavior measured in their study. McNeely, Nonnemaker and Blum (2002), also assert that when students “feel cared for by people at their school and feel like a part of their school, they are less likely to use substances, engage in violence, or initiate sexual activity at an early age” (p. 136). Even more recent findings (Fredricks & Eccles, 2008) statistically support the encouragement of involvement in athletics and other such organized activities in the middle school years across a diverse group of youth, especially among African-Americans and females.

According to Fredricks and Eccles (2006), research has for many years indicated that

aspirations of African-American youth appear to be positively affected by participation in athletic activities (Picou & Curry, 1974). Almost two decades later, Marsh (1992) found that youths from low-income families benefited more from extracurricular participation than youths from high-income families. Athletics is a highly valued skill-related context in which youths can receive positive feedback and feel a sense of mastery (Maton, 1990). The more favorable mental health of athletes also likely reflects the greater public recognition and prestige given to athletes in many high schools (Eder & Parker, 1987).

Title IX of the Educational Amendments Act (1972) began creating female sports

opportunities that have grown exponentially over more than three decades. In fact, the NFHS (2007) reports that females participating in high school sports increased more than ten-fold from 294,015 in 1972 to 3,021,807 in 2007. “Title IX is about fairness. It is about treating your daughter the same way you would treat your son.” (Wagner, Webb & Daniels, 2003, p. 13)

In their 2006 report, Effects of Title IX and Sports Participation on Girls’ Physical

Activity and Weight, Professors Kaestner and Xu of the University of Illinois at Chicago, found that the dramatic increase in sports participation among girls in the aftermath of the passage of Title IX was associated with an increase in physical activity and an improvement in weight and body mass among adolescent girls. They conclude that Title IX and the increase in athletic opportunities among adolescent females had a beneficial effect on the health of adolescent girls.

Research on girls who participate in sports is overwhelmingly positive. If a girl does not

participate in sports by the age of 10, there is only a 10% likelihood that she will be participating at age 25 (Bunker, 1988). Girls who participate in sports have more positive body image and experience higher states of psychological well being. They learn more about teamwork, goal setting, and the pursuit of excellence in performance, all of which are critical skills necessary for success in the work place. In an economic environment where the quality of children’s lives will be dependent upon two income families, daughters cannot be less prepared for the highly competitive workplace than sons (Women’s Sports Foundation, 2000).

If appropriately applied, an effective interscholastic athletics program can be substantial

in improving academic achievement for many students. Similar strategies are becoming more evident in high schools wanting to decrease their dropout rates. For example, a dramatic difference in the dropout rate was found in a study that was done in collaboration with East Carolina University and the North Carolina High School Athletic Association. This study showed a mean dropout percentage for athletes that was less than one (0.6) percent, while the corresponding percentage for non-athletes was 10.3% (Overton, 2001).

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Of particular interest is a 2002 report entitled How Well Are American Students Learning? written by Tom Loveless and published by the Brookings Institution, which finds that “powerhouse” sports schools do not sacrifice classroom achievement. Using national and regional rankings from the newspaper USA Today to find the top high schools in baseball and basketball since 1997-98 and in football since 1991, Loveless analyzed how students at those schools performed on state tests in reading and mathematics compared with those in other schools in their states with similar racial and socioeconomic backgrounds. He found that powerhouse schools performed slightly better than schools without high-profile sports programs, reporting, "Winning at basketball can go hand and hand with winning at mathematics.” (p. 28) Blum and his fellow researchers (2000) urge that more investment in structured, supervised after-school and evening activities is necessary for teens to avoid situations and experiences for healthy growth. Interestingly, this visibility tends to be less true of participants in school clubs and organizations (Fredricks & Eccles, 2006), thus supporting an even higher value on school athletics. Such overwhelmingly favorable documentation spanning more than three decades provides a solid research-based foundation for further developing school sports programs to support the educational process.

Marsh (1993) analyzed survey data collected from a large random sample of high school students in the 1980s and found that participating in sports has a positive influence on 14 of 22 outcomes, including enrollment in academic coursework, homework and reduced absenteeism. Other well-designed studies have also shown similar benefits. Studies of high school students in the early 1990s found a positive effect of participating in athletics on both grades and test scores. Studies also document the positive impact of sports on several aspects of students’ psychological and social development, such as boosting students’ self-concepts, reducing delinquency and discipline problems, and diminishing the chances of teen pregnancy in female athletes (Eccles & Barber, 1999; Fejgin, 1994; Holland & Andre, 1987; Sabo, et al., 1999).

High school athletes also appear to reap benefits after graduation. Students who

participate in sports hold higher educational aspirations while in high school, and, subsequently, they are more likely to attend college (Loveless, 2002). Economists have shown that high school athletes have an earnings advantage over non-athletes 10 to 15 years after graduation (Barron, Ewing & Waddell, 2000; Picou, McCarter & Howell, 1985). In particular, the adult wages of black males are higher if they participated in sports (Eide & Ronan, 2001). Ewing (1995) estimates that African-American adults who participated in high school sports earn a minimum of 8% and up to 11% more than those who did not.

From a cost standpoint, interscholastic sports and similar activities are considered to be

exceptional bargains when compared with the overall budget of school districts. The NFHS researched the budget information of various school districts across the country and found that activity programs make up only one to three percent of the overall education budget in school systems. That figure is even less in school districts located in the Midwest, South, and West. For example, during FY 2007, the city of Chicago’s Public School Board of Education’s overall budget was $4.6 billion, and activity programs received only $36.2 million, which is a minuscule one-seventh of one percent (.00789). In the Charlotte-Mecklenburg area, the Board of Education proposed $1.2 billion for the overall budget in FY2008, but the athletic and activity programs

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received only $4.7 million, or approximately one-third of one percent (.0038). Finally, in the northwestern part of the country, Seattle’s Public School system had an overall budget of $339.7 million in FY2008, while setting aside only $3.2 million for athletic and activity programs, a scant one-ninth of one percent (.00942). With an overall budget of approximately $661.6 million in FY2009, the APS allocated less than $2.2 million for its health, physical education and athletics general operations budget, which is one-third of one percent (.0033). Additionally, APS only raised slightly more than $600,000 last year in stadium and ticket sales, concessions and donations. This figure includes $90,000 from the National Football Foundation and College Football Hall of Fame to support Play It Smart, an educational program targeted at high school football players from economically disadvantaged environments where family and community support are often lacking (1998).

In addition to the relatively low cost of interscholastic athletics and the significant advantages realized by student athletes themselves, there is enormous benefit for local communities. Findings of a six-year research study by the Community Involvement Program of the Annenberg Institute for School Reform at Brown University reveal that organizing community groups at the grassroots level can result in major contributions to improving student achievement. This study found that such organizations especially help to expand the capacity of urban public schools. Such initiatives can build support for reform alternatives, increase equity in the distribution of resources, and generate meaningful parent, youth, and community engagement (Mediratta, Shah & McAlister, 2008). School athletic booster clubs and parents are traditionally among the most supportive groups within a community. Such organizations create and maintain school and community spirit. Failing to expand them for the purpose of supporting students is a waste of valuable community resources not even associated with public tax funds. According to the graduation rate for the past four years, the APS has reached a plateau. After steadily moving from 39% in 2002 to 71.9% in 2005, the past four years have been somewhat level. Annual rates (GDOE, 2008) of 71.9% (2005), 68.8% (2006), 68.3% (2007) and 71.7% (2008) indicate a need for additional strategies to jumpstart the graduation rate again.

By focusing on grades 7-10, more opportunities can be created for APS boys and girls to play sports. For each student who plays on a team and stays in school, APS stands to gain approximately $5,000 more per student in state and federal funding. APS is losing almost 800 high school students per year. If just half of those students could have been recruited to play on a sports team in the middle school and had remained on a team through high school, nearly $2 million per year (400 students multiplied by $5,000 approximate FTE per student) would have been earned in state and federal funds for APS. Just this past school year (2008-2009), there were approximately 3,200 students in the eighth grade, 4,000 in the ninth grade, and 3,200 in the tenth grade. This predicts a potential loss of 800 students at just one grade level (4,000 less 3,200) last year. If even half of these expected 800 dropouts or transfers were to remain in school for four years, the increased FTE funding over a four year period could be as much as $6-8 million. To create the most positive environment possible, education leaders must consider not only what happens inside the classroom, but also everything that affects students throughout the day. Extracurricular activities like interscholastic athletics are important parts of this strategy. A

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strong case can be made that the positive peer and adult relationships, organization, discipline, expectations, and other positive influences associated with extracurricular activities are likely to improve performance (Reeves, 2008).

According to Reeves (2008), expanding extracurricular activities carries little or no risk but has the potential for substantial gain, and his message to school leaders is clear:

“Budgets are tight, and extracurricular activities cost money. But think of what each course failure and course repetition costs your school, and consider what each dropout costs the entire community. Now compare those costs to the minimal investment required to create a new club, activity, or team – or add more students to the clubs, teams, and activities that your school already offers. The policy change is this: The students who would most benefit from extracurricular activities – those with zero participation, poor academic performance, inadequate attendance, or poor behavior – are most likely to be barred from such activities by school or district policies. Flunking math? You’re off the team! Cut 10 classes? You’re ineligible. What would happen if, instead, we actively recruited struggling students for clubs, teams, and other activities? The next time your school is casting the spring play, scouting for debate team members, starting a new social club, or recruiting members for a sports team, cast a wide net. The students you encourage might help your team, and your entire learning community, have a better year.” (p. 87)

Do sports help or hinder student learning and future success? As found in this review,

the research is overwhelmingly positive regarding the advantages of participation in middle and high school sports. Playing school sports improves behavior and instills greater self-discipline, often especially noticeable in the middle grades. Females gain just as much value from sports participation as males. If a ninth grade student plays sports, there is less chance of him or her being retained in the same grade or eventually dropping out of school. If involved in a high school sports program, the odds are significantly greater that a student will graduate on time. Competitive teams create community support for schools. Therefore, why would a proactive and innovative school system choose not to maximize interscholastic athletics as yet another tool to support students and improve its chances of reaching such lofty goals as a 90% graduation rate?

In summary, failing to graduate not only affects the students themselves but also others in

the community and nation. Youth who lack a high school diploma are much more likely to be unemployed, go to jail, or require government assistance. Any educational strategy that holds promise for reducing the number of high school dropouts deserves attention (Perkins-Gough, 2009).

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Eide, E. R., & Ronan, N. (2001). Is participation in high school athletics an investment or a consumption good? Evidence from high school and beyond. Economics of Education Review, 20, 431-442.

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adjustment in early adolescents. Child Development. McNeely, C. A., Nonnemaker, J. M., & Blum, R. W. (2002). Promoting school

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National Football Foundation and College Football Hall of Fame. (1998). Play It Smart.

South Bend, IN. Retrieved on July 20, 2009, from the World Wide Web: http://www.footballfoundation.com/aboutnff.php

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further evidence. Sociology of Sport Journal, 2, 72-76.

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Swanson, C.B. (2008). Cities in Crisis 2008: A Special Analytic Report on High School

Graduation. Prepared with support from the America’s Promise Alliance and the Bill & Melinda Gates Foundation. Bethesda: Editorial Projects in Education Research Center. Retrieved on April 9, 2009, from the World Wide Web: http://www.americaspromise.org/~/media/Files/Our%20Work/Dropout%20Prevention/Cities%20in%20Crisis/Cities_In_Crisis_Report_2008.ashx

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with support from the America’s Promise Alliance and the Bill & Melinda Gates Foundation. Bethesda: Editorial Projects in Education Research Center Retrieved on April 9, 2009, from the World Wide Web: http://www.americaspromise.org/~/media/Files/Our%20Work/Dropout%20Prevention/Cities%20in%20Crisis/Cities_In_Crisis_Report_2009.ashx

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Part III

MIDDLE SCHOOL ASSESSMENT

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MIDDLE SCHOOL ASSESSMENT

An audit of the APS athletic program was conducted during the 2008-2009 school year. This assessment provides keen insight into the current status of the overall program, as well as the identification of current and future needs in the middle school program. A comprehensive assessment for study and planning purposes is herein provided based on the collective findings of all 17 middle schools. Additionally, each middle school is being provided a collective audit of the middle school athletic program for validation, study and planning purposes. Overview of the Middle School Athletics Program

Seventeen (17) middle schools (grades 6-8) in the Atlanta Public Schools (APS) compete in the interscholastic sports program sponsored internally by the school system. By-laws of the Georgia High School Association (GHSA) are modified and enacted by APS for its middle schools. The practice of adapting GHSA rules for middle school competition is common throughout the state. The APS Board of Education (BOE) limits middle school participation to grades 7-8. Sixth grade students often participate in sports programs offered by the Office of Recreation for the City of Atlanta’s Department of Parks, Recreation and Cultural Affairs (generally referred to as the recreation department).

One of the APS middle schools consists of all boys (Best Academy), and one consists of all girls (Coretta Scott King). Therefore, the maximum number of teams participating in any one sport would be 16. Each school (except these two single sex schools) has opportunities to sponsor as many as eight (8) teams to compete in six (6) sports. These sports (and the number of participating middle schools in parenthesis) are football (15), girls softball (15) and cheerleading (15) in the fall, girls basketball (16) and boys basketball (16) in the winter, and girls track and field (14), boys track and field (15), and girls soccer (12) in the spring. Participation numbers can be found in Appendix B. Boys soccer is not offered, and neither is cross country, swimming and diving, wrestling, baseball, tennis nor golf, all of which are played among APS high schools. These 118 separate teams in the middle schools are led by 102 persons who serve as head coaches. There are 14 teachers who coach two sports and two teachers who coach three sports. Each school has an athletic director who serves in that capacity as an additional duty beyond his or her teaching responsibilities, which are normally the same as other teachers.

Neither JROTC nor riflery is offered in the middle schools. APS does not yet sponsor teams in gymnastics or lacrosse at the middle school or high school levels. APS partners with the GHSA and the American Association of Adapted Sports Program (AAASP) to sponsor wheelchair sports for grades 6-12. Site Visits

During December 2008 and January 2009, site visits were conducted at each middle school. Meetings with athletic directors and others on campus revealed several issues needing further inquiry. From these visits and the subsequent issues that emerged, a survey instrument for middle and high schools was developed to use with head coaches for further inquiry.

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Online Survey

During February and March 2009, an online survey was conducted for the purpose of obtaining responses from all head coaches of the 17 middle schools in the APS. There were 68 responses (n = 68), which is 67% of the 102 teachers serving as middle school head coaches in one or more sports. The responses also represent 84 of the 118 middle school teams (71%). Follow-Up Interviews

Using collective results of the survey, several strategic issues requiring further investigation emerged. Some issues that related specifically to only middle schools were also discovered. During March and April 2009, follow-up sessions were conducted at every middle school with each head coach who was available to participate in an approximately 30 minute interview. Although some head coaches were unable to meet with the researchers due to class requirements, professional responsibilities, leave, or teaching assignments at other schools, there were 88 head coaches who did participate in the follow-up interviews, which is 86% of the total (102) middle school head coaches.

Coaches Experience

A majority (56%) of middle school head coaches in the APS who responded to the survey indicated that they have 2-9 years of school experience as a head coach in their sport. Approximately four in 10 (40%) were in their first year as a head coach, and only a very few (4%) have 10 or more years of experience. These survey findings indicate a need to find ways to increase longevity and improve continuity among APS head coaches at the various middle schools. These findings also reveal an obvious need to provide intensive training and mentoring annually for the large number of new head coaches in the middle schools.

Prior to becoming a head coach, nearly half (49%) of the current middle school head coaches in the APS had no school experience as an assistant coach in the same sport, according to the survey. However, exactly half (50%) had at 1-9 years experience, but only one (2%) had been an assistant for 10 or more years prior to becoming a head coach. These results indicate a general lack of experience in working under the supervision of an experienced head coach. There exists a need for additional training for new head coaches and more formal leadership development among assistants.

Almost all (92%) of APS middle school head coaches responded that they had previously played the sport they coached in a formal school setting. Approximately one third (34%) had played at the collegiate level and four (6%) had played professionally. However, almost one in ten (9%) had never played at any school level. Although experience as a former player appears to be a strength of most middle school head coaches, follow-up interviews revealed that there are

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many who still recognize their own need for extensive training related to fundamental skills and team strategies, as well as more time to develop coaching techniques.

More than half (52%) of the head coaches reported that they did not have another coach to assist them. Of those who have assistants, more than half (54%) reported that their assistants were not full-time teachers in the school system. None of the head coaches reported the use of retired coaches, either as paid assistants or volunteers. Only six assistants (9%) are GHSA certified community (lay) coaches. Follow-up interviews with head coaches revealed a critical shortage of assistant coaches, including a shortage of teachers who want to coach. Because of this shortage, some schools are allowing individuals who are neither employed by the APS nor certified by the GHSA as a community (lay) coach to serve as assistants. There are no state rules preventing this, but according to its Athletics Standard Operation Procedures (2005-2006 Working Draft, pp. 4-5), the APS requires that assistants be teachers, retired educators, or GHSA certified community (lay) coaches. These findings not only indicate that there is a shortage of assistant coaches, but that procedures are also not being followed in assuring assistant coaches are qualified in accordance with approved procedures. Qualifications

Survey results indicated that 49% of APS middle school head coaches are currently certified in standard first aid, and 56% are certified in CPR. Nearly half (47%) are trained to use a defibrillator. There is no middle school head coach that is certified by the National Strength and Conditioning Association (NSCA) in strength and conditioning, and there is only one middle school assistant coach within APS who is NSCA certified. There is no head coach certified by the National Athletic Trainers Association (NATA) in sports injury care. Less than one-fourth (24%) of the middle school head coaches are certified to teach health and/or physical education.

These responses indicate only a moderate degree of success in training head coaches in first aid and CPR, as well as even less in defibrillator training. However, one hundred per cent should be the goal among head coaches. Although strength training for middle school students is sometimes a controversial issue among physical educators, it does have some importance in terms of anaerobic exercise and great importance in terms of teaching proper and safe lifting techniques in an introductory course for older middle school athletes. Furthermore, the lack of extensive training and certification related to weight training and the few number of physical education teachers who actually coach, may not even provide a sufficient base of knowledge within APS to conduct such debates related to strength training. In contrast, there should be no question about the importance of having qualified sports injury personnel available to teach preventive measures and to care for injured middle school athletes. The lack of training related to basic sports injury care among head coaches indicates a strategic need to supplement programs with certified athletic trainers and to initiate a more extensive training program for all middle school coaches. Teaching Assignments and Coaching Evaluations

Almost all (93%) of the head coaches teach at the same middle school where they are head coaches. An even higher percentage (96%) carry a full teaching load the same as other

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teachers. A very small number teach a half (or less) teaching load, including those who do not teach any course because of other school duties. Less than half (40%) reported that they were provided an annual formal evaluation of their coaching performance by their supervisor (school athletics director).

More attention to annual evaluations can effectively result in stronger head coaches. Head coaches are normally expected to carry full teaching loads, and this is the norm throughout most middle schools in Georgia. Middle school coaches do not experience the same length of season, the high degree of public attention, or the pressure to win that exist in high schools throughout Georgia. Nevertheless, those school principals who are able to adjust the number of rigorous courses and student numbers during the same semester in which a head coach is supervising a competitive team, usually report less burnout and better performance both in the classroom and on the athletic field. This is especially true of the teachers who accept the additional duty of school athletics director. Sometimes, a principal will reduce the amount of time an athletic director has to spend in monitoring or performing additional duties in order to allow that athletics director sufficient time to return phone calls, make announcements, and contact players or parents. More and more middle school principals in Georgia are shifting athletic director duties to assistant principals who have coaching experience and appreciate the importance of good administrative practices in a school’s athletic program. The Georgia Athletic Directors Association (GADA) and the National Association of Interscholastic Athletic Administrators Association (NIAAA) provide training and professional networks to train and support new athletic directors and to provide continuous learning opportunities for experienced ones. Membership in such organizations is very reasonable, and the benefits to students can be profound. Support for Head Coaches

More than three-fourths (82%) of the middle school head coaches who were surveyed agreed or strongly agreed that administrative help is available to them from their school athletic director. This included in-service training, advice on policy and procedures, and help with scheduling.

Exactly three-fourths (75%) felt that adequate office and meeting rooms were available for them to perform their duties as a head coach. Approximately 88% responded that sufficient game management was provided for home games (matches/meets) when needed. There were 73% who indicated that sufficient training in the athletic policies and procedures of the GHSA, APS and their school had been provided to them as a head coach. This is somewhat lower than results of the survey findings for high school head coaches, where 90% indicated that sufficient training on these topics had been provided.

Although there were some head coaches who strongly disagreed and want more support, the survey results indicated that most APS middle school head coaches believe that they are receiving sufficient support for them to perform their duties. However, follow-up interviews with middle school head coaches revealed some major concerns, mostly related to custodial and maintenance issues concerning the care and preparation of fields and gymnasia. There is also a need for monthly or quarterly coordination meetings and training sessions for head coaches.

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Most Important Roles as Perceived by Head Coaches

During the survey, middle school head coaches gave the most responses to the following as their top five roles: (1) teaching appropriate skills; (2) motivating student athletes; (3) making sure student athletes have physical exams; (4-tie) communicating with parents, and; (4-tie) checking student athletes grades.

The next five were: (6) managing equipment; (7) making sure student athletes have insurance; (8-tie) managing injuries; (8-tie) managing field or competition space, and; (10) fundraising. Middle school head coaches felt that the roles of least priority were (11) certifying athletes (for eligibility) and (12) off-season training/conditioning.

It should be noted that all of these roles are important, and the statistical range (R = 52) of the responses is from 63 responses (for teaching appropriate skills) to 11 responses (for certifying athletes and for off season training/conditioning). Of 68 responses by head coaches (each marking their own top five priorities), seven of 12 were rated above the mean (M = 37), indicating only a very small degree of inconsistency for roles among head coaches of different sports and at different schools.

The results were only slightly different than those of the APS high school (HS) head coaches, who rated making sure student athletes have insurance as a higher priority (3rd for HS compared with 7th for MS).

Players and Activities Sports, Schedules and Activities

Approximately one in five (21%) head coaches indicated that their sport was started more than 20 years ago at their middle school, and there was only one new sport reported at a middle school this school year. Nearly all of the head coaches (91%) indicated that they schedule the maximum (or almost the maximum) number of games/matches/meets allowed by the APS.

More than four of five (84%) middle school head coaches stated that they were satisfied with the days/times that games (matches/meets) are scheduled for their teams. Most (71%) agreed or strongly agreed that the ceremony/banquet and awards/trophies are suitable for their teams, although 16% strongly disagreed Strength Training and Offseason Conditioning

Most (91%) of the head coaches marked NA (Not Available) to players utilizing strength training facilities, indicating that such equipment and programs are not available on campus. More efforts by the school administration and coordination among head coaches and physical education (weight training) teachers should be given to determine if such a program is viable. If so, it should be provided at all middle schools. If not, an introductory course for older middle

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school students (8th grade) could be provided in order to teach proper and safe lifting techniques. At most levels and if done properly, such training does improve performance. More importantly, it reduces the risk of injuries.

Only about half (49%) of head coaches indicated that their players have sufficient opportunities to improve their skills during the offseason and/or summers by attending individual and/or team camps, participating in development leagues, and strength training and conditioning. Follow-up interviews revealed many concerns related to such opportunities and sponsorships for most out-of-season teams. Several head coaches expressed the need for instructional leagues in order to teach fundamental skills for new players. Students enrolled in the APS often live in communities that do not support summer sports programs. This places them at a distinct disadvantage during their early years of skills development. This is a critical issue, particularly in girls softball and soccer. Sports Injury and Athletic Trainers

Less than one-fifth (19%) of the head coaches reported that their teams have access to athletic training (sports injury) services. More than half (57%) indicated no access to such services. Interestingly, almost one-fourth (24%) did not know. According to follow-up interviews with head coaches, support for sports injuries to middle school students is almost nonexistent, and developing such a support program throughout APS for all middle schools should be a priority. Academic Tutoring Services

APS middle school head coaches indicated that 71% of their players have access to academic tutoring services specifically scheduled for athletes and similar to other teams in the same school. Follow-up interviews indicated that various opportunities are also available for all students in a school, and athletes can take advantage of these. Sports Information

For most high school teams, either the head coach (54%) or an assistant coach (14%) provides sports information services for their teams. Others who provide this service include school employees, parents/boosters/community volunteers, or student volunteers. Only six head coaches indicated they have not assigned anyone to provide sports information services. Sports information and local media coverage are concerns among boosters and parents, as expressed at evening meetings during March 2009 with interested parents, boosters and citizens. The use of technology could expand and magnify information sources, including school websites, computer streaming, and closed circuit television at schools. Recruiting students, parents, boosters and other volunteers in the community would enable schools to reach more media outlets.

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Facilities Games and Practices

Only about half of the varsity head coaches (53%) indicated that their teams play their home games (matches/meets) on campus. However, 79% reported that facilities used by their teams are large enough for the spectators who want to attend, and almost the same percentage (81%) indicated that spectator parking is sufficient. There were approximately three fourths (76%) of the head coaches who reported that home game (match/meet) facilities are safe and have no serious hazards, and an even higher percentage (82%) indicated that the maintenance and cleanliness of their team’s home game facilities are adequate.

According to the survey, most middle school teams (91%) practice at campus facilities. Therefore, most student athletes remain on campus, with all but a few under the supervision of coaches. Nevertheless, there are approximately 9% of high school teams that must use a public or private recreational facility, and most of the players on these teams are responsible themselves for transportation to these practice facilities off-campus.

Three-fourths of the head coaches (75%) responded that practice facilities are large enough for the needs of their teams, and even more (81%) indicated that their team’s practice facilities are safe, have no serious hazards, and that the maintenance and cleanliness of their team’s practice facilities are adequate. However, during the follow-up interviews with coaches, the lack of facilities at middle schools created concerns by many of the head coaches. Especially obvious are the needs for a 400-meter track and a girls softball field on campus. Locker Rooms

Three-fourths of the head coaches (75%) indicated that their teams do have access to a locker room and that locker rooms are generally large enough for the needs of their teams (90%). About the same (92%) reported that their locker rooms are safe and without serious hazards, and even more (94%) responded that the maintenance and cleanliness of their locker rooms are adequate.

Of those teams that have access to locker rooms, most (59%) of their head coaches reported that none or only a few of their players actually stored their clothes in lockers, and almost one-third (30%) of these head coaches have players who never or seldom even go to the locker rooms to dress for practice. Instead, interviews with head coaches revealed that many players, especially females, use classrooms or other areas to dress. Some just simply put on a different pair of shoes and practice in the clothes they wore to school that day.

Nearly all (96%) of these same head coaches reported that they had players who seldom (or never) showered after practice, and 70% estimated that half or more of their players had utilized the toilet facilities (restrooms) in their locker rooms. Follow-up interviews with middle school head coaches revealed that they do not seem to have as much concern with locker rooms as high school head coaches. However, concerns expressed at various schools included availability, cleanliness, supervision and security.

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Most middle school locker rooms were designed for physical education classes. The

design of these boys and girls locker rooms mirrors each other. They are not adequate for team sports, particularly the normal size of a school football team. Middle schools that have been relocated to a remodeled high school campus are the exceptions. One of the middle schools (Crawford Long) does not have a locker room for football. Weight Training Rooms

There is only one middle school (Sylvan) that consistently utilizes a weight room, and it is too small and not properly equipped. Only 12 middle school head coaches indicated an interest in their athletes even lifting weights. Half (50%) of these 12 reported that the weight room at their school is not large enough for the needs of their team, while almost half (42%) did not know. Half (50%) indicated that the weight room is not adequately equipped for the needs of players, while half (50%) did not know. Only one (8%) thought that the weight room’s existing equipment and facilities are safe with no unusual hazards, while five (38%) disagreed or strongly disagreed, indicating that there are some. Half (50%) did not know. Two of the 12 middle school head coaches agreed that the maintenance and cleanliness of the weight room and equipment are adequate, while four (33%) did not agree, and half (50%) did not know. Follow-up interviews with head coaches indicated that presently there is hardly any weight training being conducted in the middle schools.

Uniforms, Equipment and Supplies Uniforms

Almost three-fourths of the head coaches (71%) reported that their players have quality uniforms appropriate for their sport. According to the head coaches, game uniforms are usually replaced when they wear out (47%) or every two or three years (18%). There were one-fourth (25%) of the head coaches who indicated that uniforms are never replaced when needed.

Almost half of the head coaches (44%) reported that their team does not have practice uniforms, and 19% indicated that their team’s practice uniforms were not adequate. These issues were discussed with head coaches during follow-up interviews, and it is important that the procedure and method of replacing game and practice uniforms be re-examined and revised.

More than half of the head coaches (60%) agreed or strongly agreed that the methods used to launder, clean and repair their team’s uniforms are adequate. Approximately 18% do not supervise the laundering, cleaning and/or repair of uniforms (responsibility of the players and their parents). Nearly one-fourth (23%) reported that the methods of caring for uniforms were not adequate. Site visits revealed that most of the schools do not have adequate commercial-grade washers and dryers, nor do they have written procedures and methods for accessing the laundry rooms or caring for uniforms. It is important that each school have a commercial grade washer and dryer that is periodically serviced and remains in good working condition.

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Equipment

Almost half (41%) of the head coaches reported that no protective equipment was required for their sport, and more than half (51%) agreed or agreed strongly that protective equipment worn by their players was adequate. Of some concern are five coaches (6%) who disagreed or strongly disagreed that the protective equipment for their teams is adequate. Follow-up interviews revealed that despite these results, more attention is needed in providing protective equipment for some teams and in making sure that sizes fit properly.

There were 63% of the head coaches who indicated that apparatus and equipment used by their team during practice are adequate. During the follow-up interviews, however, almost all of the head coaches revealed a need for more field equipment items such as dummies, sleds, nets, cones and other such items to support practices. Supplies

More than half (59%) reported that disposable supplies for their teams are adequate and are provided each year as needed. Follow-up interviews revealed that several middle school head coaches (like some high school head coaches) are actually using their supplemental coaches pay to purchase items for their players because they are unable to procure sufficient funds from the individual school or APS to purchase needed supplies. Storage

More than three-fourths of the head coaches (78%) reported that they had sufficient storage space for their team’s uniforms and equipment. However, follow-up interviews revealed that some head coaches store team equipment in their classrooms, at home, and other places because of insufficient storage space or lack of security to keep items from being pilfered and stolen. Some schools have storage rooms that are adequate, but lack sufficient shelving.

Funding Fundraising

Only four (6%) of the middle school head coaches indicated that their teams benefited greatly, and only eight (12%) moderately from team fund-raising activities. There were nine (13%) who reported that their teams benefited very little from team fundraising activities, and 47 (69%) who reported that their teams did not benefit from (or conduct) fundraisers at all. The largest fundraising that was reported in the survey only resulted in $700. Most other middle schools in Georgia do benefit from outside sources of income, including funds received directly from the high school team where their students transfer after the eighth grade. Fortunately, APS does provide some uniforms and equipment for middle schools. At most schools throughout the state, athletic directors and head coaches often accept fundraising as a major part of their overall duties.

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Booster Clubs and Parents

Similarly, 68% of the head coaches revealed that their teams did not receive contributions from a booster club or parents, and 13% reported that they received very little. There were 10% reporting moderate contributions, and only 9% reporting that their teams greatly benefited from booster club or parent contributions. Community Donations

Again, there were 79% of the head coaches who reported no donations from the community, and 13% who reported very little. Only 7% indicated they benefited moderately from community donations, and none reported that they benefited greatly. Sponsorships

Sponsorships were found to be similarly deficient. More than three-fourths (79%) of the head coaches reported no benefit, and 13% reported very little from sponsors. Hardly any of the teams (3% moderately and 4% greatly) appear to be benefiting from sponsorships. Player’s Fee

Only one-fourth (25%) of the head coaches reported that a player’s fee was charged for participation on a team in order to reimburse the school for certain uniform or equipment items. However, the cost of uniforms and equipment not paid for by the school or district (shoes, socks, support gear, etc.) are purchased mostly by the athletes themselves, according to 68% of the head coaches. Only 10% of the head coaches reported that such items were provided at no charge to the athletes by athletic department funds. A small percentage of other responses on the survey revealed that some players were paying and others were getting such items at no charge (12%), some items were being furnished by the school athletic department (10%), and some items were partially paid by the athlete (9%). Corporate Potential

As with high school head coaches, follow-up interviews with middle school coaches revealed that most feel that there is great potential within the Atlanta business and corporate community to support local high school athletics. Most head coaches do not have the time or training to contact benefactors, so there would need to be a large-scale system wide approach. According to head coaches, there is great potential in this area, which could provide some of the funding needed to increase participation and make high schools teams more competitive.

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Risks Plans

Of the head coaches responding to the survey, 65% indicated that they had a written weather plan specific for athletics. Approximately 65% of the head coaches also indicated that they have an emergency response plan and a written plan for dealing with other emergencies that might happen during the time student-athletes are under their supervision. APS has a written plan and procedures for emergencies included in its Athletics Standard Operation Procedures Manual (2005-2006 Working Draft, p. 18). Approximately 67% reported that they also have a written supervision plan that assures that their team members are under constant supervision from the time they come to practice until they leave, including supervision of the locker rooms. APS does not have a published weather emergency plan. Sufficient guidance was not found related to the cancellation of activities due to the dangers of heat and extreme temperatures. Meetings and Parental Permission

There were 66% who reported that they had a meeting with parents of their team members prior to the beginning of the season to discuss among other matters, the risk that is assumed when playing the sport and athletic accident insurance. Approximately 76% of the head coaches reported that they have written permission from parents of team members permitting emergency care should such services become necessary. Most schools normally have 100% of parents providing such written documentation because a minor student usually cannot be treated by medical personnel without parental permission. Equipment and Facility Inspections

Only slightly more than half of the head coaches (60%) reported that they have verification that equipment had been properly fitted on players. There were 85% who indicated that they inspected all facilities and equipment before each practice and each game. Nearly all (97%) indicated that they have telephone access to emergency services (911) at all times when student-athletes are under their supervision, including games, practice and travel.

There were 93% of the head coaches who reported that their game and practice facilities are easily accessible by emergency vehicles, and 88% stated that they have a properly stocked basic first aid kit available at practices and games, and when travelling as a team.

Although these percentages are favorable, effective risk management demands 100% prevention. Site visits and follow-up interviews with head coaches revealed certain needs that should be addressed as soon as possible. Additional Risk Training Needed

Head coaches were also asked about certain risks which may need more attention. In their professional opinion for their own school, head coaches were asked if there is a need to further educate those involved in interscholastic athletics on the dangers of certain risks. The

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following percentages of head coaches agreed or strongly agreed of such needs: hazing (46%), sexual harassment (51%), use of performance enhancing drugs (53%), and gambling (44%).

As indicated, about half of the head coaches believe that there is a need for additional training and attention in these four areas. Individual schools and the APS should consider developing and providing training for all of those involved in the interscholastic programs, to include students, coaches, support personnel, staff and administrators with supervisory responsibilities for athletics.

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Strengths and Weaknesses (Middle Schools)

Open ended survey questions provided middle school head coaches (n = 68) with available space to enter as many as five responses per question. Strengths

APS middle school head coaches were asked to list 3-5 major strengths of their programs. A composite summary of their responses revealed the following: Rank Item Responses Percentage

(1) Coaches (providing student benefits to include training, academic monitoring, character building, and teaching to include respect, responsibility, teamwork and sportsmanship)

89 42%

(2) Support (from parents, teachers, staff, and administration) 53 25%

(3) Student-athletes (skill and self motivation) 36 17%

(4) Good team morale (bonding and cooperation) 10 5%

(5) Facilities (fields, gyms, locker rooms, training, storage, other) 8 4%

Other (miscellaneous) 17 7%

These composite responses and follow-up interviews produced the following findings:

• People represent the greatest overall strength of APS middle school athletic programs (coaches and students, as well as parents, teachers, staff, and administration). As with most organizations, this finding again confirms the importance of human resources in an organization. In fact, it is the only unlimited resource available to APS.

• Follow-up interviews revealed the benefits of further developing this strength by

expanding learning opportunities for both coaches and students.

Providing additional training for coaches and creating more opportunities for young athletes to perform at a higher level are both strategic and practical ways to maximize human resources within the organization. The most successful organizations are the ones that take care of their people and provide them with opportunities to grow and develop. A recent report by the National Staff Development Council and School Redesign Network entitled Professional Learning in the Learning Profession (2009) affirms the

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value of providing growth opportunities for educators, especially those involving a sustained, job-embedded and collegial approach to improving instructional practice.

• Follow-up interviews also exposed the potential for maximizing this strength.

When properly trained and motivated, coaches can effectively maximize other resources of the organization. When creative and committed, the same coaches can overcome almost all obstacles and barriers. If encouraged to do so, APS coaches and stakeholders will internally find solutions at the school level to solve many of the front-line problems evident within its middle school interscholastic athletic programs. Thus, most issues could be resolved onsite at the lowest management level, thereby freeing the district’s strategic leaders with time to focus on the future instead of devoting time toward putting out fires resulting from subordinates not empowered, trained or motivated to prevent or solve problems.

Weaknesses

APS middle school head coaches were asked to list 3-5 major problems or concerns of their programs. A composite summary of their responses revealed the following: Rank Item Responses Percentage

(1) Lack of adequate equipment and uniforms 49 25%

(2) Money and fund raising 38 19%

(3) Facilities (fields, gyms, locker rooms, training, storage, other) 35 18%

(4) Apathy (to include lack of participation, as well as lack of support from parents, administration and staff)

32 16%

(5) Concerns with supervising authority (APS athletics administration, game officials, fairness, consistency, etc.)

17 8%

(6) Length of preseason and season (too short) 6 3%

(7) Transportation (late busses) 6 3%

(8) Low skill level of student-athletes 5 2%

Other (miscellaneous) 12 6%

These composite responses and follow-up interviews produced the following findings:

• Factors associated with inadequate support cause the greatest concern for APS middle school head coaches.

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The survey results and follow-up interviews reveal a lack of adequate equipment and uniforms, limited funds, fundraising restrictions, facilities, and logistics to include bus transportation, maintenance and written procedures. If APS is to improve its middle school athletic programs, it must first critically evaluate the support systems already in place and redesign them to meet the needs of modern sports teams and school programs. Second, it must make the necessary organizational changes to take advantage of additional resources within the Atlanta community. For example, making certain that young athletes have sufficient equipment and uniforms is the same as making certain that young students have sufficient desks and classroom supplies. There is potential for liability when public students perform without properly fitted equipment and uniforms. Additionally, the school pride that can be generated by committed teachers and administrators within a school during the normal school day can be lost if there is a different standard of quality in the eyes of those students who represent that same school beyond the normal school day. Everything sponsored by APS should be to the same high standard with high expectations. This same consistency should also include facilities. Most APS students enjoy world class academic environments. But when they participate in athletics, they often see facilities that are unsatisfactory. Many such athletic facilities are not clean or properly maintained. In fact, there appears to be a “double standard” that is evident to a visitor at many of the middle schools where front lawns, administrative offices and classrooms are cared for at a higher standard that gymnasia, locker rooms and athletic fields. Failure to periodically evaluate and adopt systemic solutions will cause APS to continue trying to support its athletic programs with outdated and unresponsive models. Most of these models have long since been altered or abandoned by successful athletic programs throughout the state. It is amazing what students and coaches have done with only marginal support. What they can do with greater support would be even more amazing!

• Apathy is a modern phenomenon in modern youth sports. Lack of exercise and poor

eating habits are creating larger populations of obese children. Effectively utilizing middle school physical education programs to improve motor skills and physical expression during an awkward age and to further introduce students to individual and team sports can create life-long interests and joy in physical activity.

Motivating apathetic parents to support athletic programs is also a challenge, similar to getting them interested in their child’s schoolwork. At almost every middle school, a core of interested parents was found. These potential adult leaders could be guided to develop support groups or booster clubs with a motive to recruit large numbers of parents and others to provide school and neighborhood support for young athletes.

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Apathy can also occur among school and district employees. Over a period of time, it is natural for administration and staff to accept the status quo in situations where very little progress is seen and appropriately recognized. Initial enthusiasm is sometimes lost, and the work becomes repetitive and mundane, causing burnout. It is time for APS leaders at all levels to decide if providing athletic programs is meritorious and vital to the school and district mission. If so, it is time to reconstitute the human and financial capital needed to provide support at the same level of excellence expected of all APS programs.

• Competitive sports seasons that are shortened obviously reduce opportunities for students

to participate and limit pre-season instructional time to teach proper skills.

In most cases, even the local recreation agency sponsors seasons that provide more opportunities for a child to learn sports skills and play on a sports team than do the APS middle schools. Many students choose to play in recreational leagues because of their quality compared with some of the middle school sports leagues. There are Georgia Department of Education (GDOE) rules limiting the number of games (60% of the high school varsity regular season and tournaments/play-offs) for middle schools. In some APS sports, however, the scheduled games or matches are fewer than the approved number. To an outsider, it would appear that some sports are being sponsored just publicly to say they are “offered.” Instead, a sports season should be maximized to give APS middle school students the same practice and playing experience that other middle school students have in other school districts.

• Young student athletes must have sufficient opportunities to learn the skills necessary to

be successful in a sport.

Low skill levels for middle school athletes usually indicate limited opportunities for boys and girls to properly learn the rudimentary fundamentals of a sport. Without a strong foundation of basic skills, sequential development never occurs in athletics. Just as a child learning to read must first develop intellectual skills related to vocabulary and comprehension, so must an aspiring athlete first develop physical skills fundamental to a chosen sport. Without these skills, young students will not learn how to become avid readers, and young athletes will not learn how to perform advanced sports skills as they mature.

Summary of Middle School Strengths and Weaknesses

In summary, the open-ended questions from the survey and the follow-up interviews revealed that APS could further accentuate its strength (people) by expanding learning opportunities for coaches and students, and by maximizing this strength through distributive leadership. It could reduce or eliminate its greatest weakness (support) by critically evaluating and redesigning its support systems. Directly addressing the reported apathy among students, parents and staff could lead to expanded participation and interest, as well as parental, neighborhood and community support. Maximizing sports schedules and providing more opportunities for students to learn sports skills could increase ability levels, thus enabling students to reach their full potential.

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Part IV

HIGH SCHOOL ASSESSMENT

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HIGH SCHOOL ASSESSMENT

An audit of the APS athletic program was conducted during the 2008-2009 school year. This assessment provides keen insight into the current status of the overall program, as well as the identification of current and future needs in the various high school programs. A comprehensive assessment for study and planning purposes is herein provided based on the collective findings of all nine (9) high schools. Additionally, each high school is being provided a separate audit of its own athletic program for validation, study and planning purposes. Overview of High School Athletics Program

Nine (9) high schools (grades 9-12) in the Atlanta Public Schools (APS) compete in the interscholastic sports program sponsored by the school system and governed by the Georgia High School Association (GHSA). Depending upon the limited sports that were offered, some of the high school athletes previously participated in the APS middle school athletic programs as 7th and 8th graders. Some of the more gifted athletes also participate during the off-season with various groups like the Amateur Athletic Union (AAU) and others.

APS participates in 21 of the 24 different interscholastic sports (male and female) sponsored by the GHSA with 136 varsity and 27 sub-varsity teams that are supported by 100 persons serving as head coaches, not including JROTC instructors coaching riflery. These APS teams include baseball, girls and boys basketball, cheerleading (non-competitive), girls and boys cross country, football, girls and boys golf, co-ed riflery, girls and boys soccer, girls softball, girls and boys swimming and diving, girls and boys tennis, girls and boys track and field, girls volleyball, and wrestling. Participation numbers can be found in Appendix B. There are eight (8) teachers who are head coaches for two varsity sports. Each school has an athletic director who serves in that capacity as an additional duty beyond his or her teaching responsibilities, which are sometimes the same as other teachers.

APS does not yet sponsor teams in gymnastics or lacrosse. APS partners with the GHSA and the American Association of Adapted Sports Program (AAASP) to sponsor wheelchair sports for grades 6-12. This year, the Atlanta Wolfpack won the state championship in wheelchair basketball. Site Visits

During December 2008, site visits were conducted at each high school. Meetings with school athletic directors and others on campus revealed several issues that needed study. From these visits and the subsequent issues that emerged, a survey instrument for middle and high schools was developed to use with head coaches for further inquiry. Online Survey

During February and March 2009, an online survey was conducted for the purpose of obtaining responses from all of the nine (9) high schools in the APS. Sub-varsity coaches were

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not included because they are most often a varsity assistant additionally assigned to manage the junior varsity (JV) team. Interestingly, there were only 27 JV teams in the nine high schools, and they were almost exclusively football and girls and boys basketball JV teams.

There were 81 responses (n = 81), which is 81% of 100 teachers serving as high school varsity head coaches in one or more sports. The responses also represent 117 of the 136 varsity teams (86%), when 8 teachers who each coach two sports and 28 teachers who are head coaches of both boys and girls teams in 18 sports (e.g., one head coach for boys and girls tennis, one for boys and girls golf, one for boys and girls swimming and diving, etc.) are included. Follow-Up Interviews

Using collective results of the survey, several strategic issues requiring further investigation emerged. Some issues that related specifically to only high schools were also discovered, as well as some issues specific to certain schools. During March and April 2009, follow-up sessions were conducted at every high school with each head coach who was available to participate in an approximately 30 minute interview. Although some head coaches were unable to meet with the researchers due to class requirements, professional responsibilities, leave, or teaching assignments at other schools, there were 79 head coaches who did participate in the follow-up interviews, which is 79% of the total (100) high school head coaches.

Coaches Experience

A majority (65%) of head coaches in the APS indicated that they have 2-9 years of school experience as a head coach in their sport. Approximately one in 10 (12%) is in their first year as a head coach, and only slightly less than one-fourth (22%) have 10 or more years of experience. These survey results indicate a need to find ways to increase longevity and improve continuity among APS head coaches at the various high schools.

Prior to becoming a head coach, nearly half (46%) of the current high school head coaches in the APS had no school experience as an assistant coach in the same sport, according to the survey. However, nearly half (46%) also had 1-9 years experience, and less than one in 10 (9%) had been an assistant for 10 or more years prior to becoming a head coach. These results indicate the need for additional training for new head coaches and more formal leadership development among assistants.

More than three-fourths (78%) of APS head coaches responded that they had played the sport they coached at middle school, high school, and/or college levels. Additionally, six had played professionally (7%). Approximately 15% had never played at any school level. Although experience as a player appears to be among the strengths of most APS head coaches, there may be some head coaches who still need extensive training related to fundamental skills and team strategies, as well as more time to develop coaching techniques as assistant coaches.

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Nearly one-third (32%) of the head coaches reported that they did not have another coach to assist them. Follow-up interviews with head coaches revealed that most assistant coaches are full-time teachers located at a different school from the one at which they coach during afternoons. A few are retired coaches who volunteer. Some are GHSA certified community (lay) coaches. In fact, the survey revealed that almost half (47%) of the high school teams utilize at least one such lay coach as an assistant. Qualifications

Survey results indicated that 84% of APS head coaches are currently certified in standard first aid, and 89% are certified in CPR. Almost 70% are trained to use a defibrillator. Only one head coach is certified by the National Strength and Conditioning Association (NSCA) in strength and conditioning. However, there are nine head coaches who reported that their staff included one NSCA certified assistant coach. Only two head coaches are certified by the National Athletic Trainers Association (NATA) in sports injury care. Only slightly more than one-third (37%) of the high school coaches are certified to teach health and/or physical education (HPE).

These responses indicate a high degree of success in training head coaches in first aid and CPR, as well as moderate success in defibrillator training. However, one hundred per cent should be the goal among head coaches. Lack of extensive training and certification related to weight training and sports injury training among head coaches indicates a strategic need to seek qualified personnel or assistants to properly conduct weight training programs, as well as a visible need to supplement programs with certified athletic trainers. Teaching Assignments and Coaching Evaluations

Approximately 85% of the head coaches teach at the same high school where they are head coaches. Most head coaches (83%) carry a full teaching load the same as other teachers. Only a small number teach half or less teaching load, including those who do not teach any course because of other school duties. Slightly more than half (53%) reported that they were provided an annual formal evaluation of their coaching performance by their supervisor (school athletics director).

More attention to annual evaluations would normally result in stronger head coaches. Head coaches are normally expected to carry full teaching loads, but those schools that are able to adjust the number of rigorous courses and student numbers during the same semester in which a head coach is supervising a competitive team, usually experience less burnout and better performance both in the classroom and on athletic field. Sometimes, a principal will reduce the amount of time a head coach has to spend in monitoring or performing additional duties in order to allow that head coach sufficient time to return phone calls, make announcements, and contact players or parents, the same as any other teacher who coaches or sponsors students in extracurricular activities.

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Support for Head Coaches

Almost three-fourths (74%) of the coaches surveyed agreed or strongly agreed that administrative help is available to them from their school athletic director. This included in-service training, advice on policy and procedures, and help with scheduling.

Approximately 61% felt that adequate office and meeting rooms were available for them to perform their duties as a head coach. Approximately 77% responded that sufficient game management was provided for home games (matches/meets) when needed. Nearly 90% indicated that sufficient training in the athletic policies and procedures of the GHSA, APS and their school had been provided to them as a head coach.

Although there were some head coaches that strongly disagreed and needed more support, the survey results indicated that most APS high school head coaches believe that they are receiving sufficient support for them to perform their duties. Interviews with high school head coaches were scheduled to follow-up on some of the concerns, and most were related to custodial and maintenance problems with the care and preparation of fields and gymnasia. Most Important Roles as Perceived by Head Coaches

During the survey, high school head coaches indicated the following as their top five roles: (1) teaching appropriate skills; (2) making sure student athletes have physical exams; (3) making sure student athletes have insurance; (4) motivating student athletes, and; (5) communicating with parents.

The next five were: (6-tie) checking student athletes grades; (6-tie) managing equipment; (8) off-season training/conditioning; (9) fundraising, and; (10) managing injuries. Head coaches felt that the roles of least priority were (11) managing field or competition space, and; (12) certifying athletes (for eligibility).

It should be noted that all of these roles are important, and the statistical range (R = 61) was from 73 responses (for teaching appropriate skills) to 12 responses (for certifying athletes). Of 81 head coaches responses (each marking their own top five priorities), eight of 12 were rated above the mean (M = 40.5), indicating some degree of inconsistency for roles among head coaches of different sports and at different schools.

Players and Activities Schedules and Activities

More than three-fourths of the head coaches (78%) stated that they were satisfied with the days/times that games (matches/meets) are scheduled for their teams. Most (69%) indicated that the ceremony/banquet and awards/trophies are suitable for their teams.

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Sports Injury and Athletic Trainers

Only about one-fourth (26%) of the head coaches reported that their teams have access to athletic training (sports injury) services. Interestingly, there were approximately 14% who did not know. Academic Tutoring Services

Most APS high school head coaches (77%) indicated that their players have access to academic tutoring services specifically scheduled for athletes and similar to other teams in the same school. Also, various opportunities are available for all students in a school, and athletes can take advantage of these. Sports Information

For most high school teams, either the head coach (50%) or an assistant coach (17%) provides sports information services for their teams. Others who provide this service include school employees, parents/boosters/community volunteers, or student volunteers. Slightly more than one of 10 teams (12%) does not have anyone assigned to provide sports information services. This is a concern among boosters and parents, as expressed during evening meetings during March 2009 with interested citizens.

Facilities Games and Practices

Only about half of the varsity head coaches (54%) indicated that their teams play their home games (matches/meets) on campus. However, 83% reported that facilities used by their teams are large enough for the spectators who want to attend, and the same percentage (83%) indicated that spectator parking is sufficient. There were 81% of the head coaches who reported that home game (match/meet) facilities are safe and have no serious hazards, and 80% indicated that the maintenance and cleanliness of their team’s home game facilities are adequate.

According to the survey, most high school teams (90%) practice on campus. Therefore, most student athletes remain on campus with all but a few under the supervision of coaches. Nevertheless, there are approximately 9% of high school teams that must use a public or private recreational facility, and most of the players on these teams are responsible themselves for transportation to these practice facilities off-campus.

Most head coaches (71%) responded that practice facilities are large enough for the needs of their teams, and even more (75%) indicated that their team’s practice facilities are safe, have no serious hazards, and that the maintenance and cleanliness of their team’s practice facilities are adequate. However, during the personal interviews with coaches, poor maintenance created concern by many of the head coaches. Especially obvious is the need for more land on or near

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campus and/or more access to nearby sports facilities owned by the city recreation department or other organizations. Locker Rooms

Most head coaches (91%) indicated that their teams do have access to a locker room and that locker rooms are generally large enough for the needs of their teams (83%). However, fewer head coaches (77%) reported that their locker rooms are safe and without serious hazards, and even less (70%) responded that the maintenance and cleanliness of their locker rooms are adequate.

Of those teams that have access to locker rooms, approximately 65% of their head coaches reported that none or only a few of their players actually stored their clothes in lockers, and more than half (55%) of these head coaches have players who never or seldom even go to the locker rooms to dress for practice. Instead, interviews with head coaches revealed that many players, especially females, use classrooms or other areas to dress. Some even dress in private cars and toilet stalls in school restrooms.

Nearly all (91%) of these same head coaches reported that they had players who seldom (or never) showered after practice, and only two-thirds (67%) estimated that half or more of their players had utilized the toilet facilities (restrooms) in their locker rooms. Follow-up interviews with high school head coaches revealed that they have many concerns with locker rooms at nearly all of the schools. These concerns generally include location, cleanliness, supervision, condition of lockers, security, inadequate lighting and similar problems needing attention. Weight Training Rooms

There were slightly more than half (56%) who reported that the weight room at their school is large enough for the needs of their team, and even less (37%) think that the weight room is adequately equipped for the needs of their players. Slightly more of these head coaches (64%) thought that the weight room’s existing equipment and facilities are safe with no unusual hazards, and a few less (57%) believe that the maintenance and cleanliness of the weight room and equipment are adequate. Follow-up personal interviews with head coaches indicated that weight rooms in the high schools are generally too small, not clean, disorderly, and lack sufficient equipment and safety apparatus.

Uniforms, Equipment and Supplies Uniforms

Slightly more than three-fourths of the head coaches (77%) reported that their players have quality uniforms appropriate for their sport. According to the head coaches, game uniforms are normally replaced every two to three years (42%), although 35% reported that they are replaced when they wear out. There were 16% of the head coaches who indicated that uniforms are never replaced when needed.

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More than half of the head coaches (53%) reported that their team does not have practice

uniforms, and 16% indicated that their team’s practice uniforms were not adequate. These issues were discussed with head coaches during follow-up interviews, and it is important that the procedure and method of replacing game and practice uniforms be re-examined and revised. Equipment

Although 37% of the head coaches reported that no protective equipment was required for their sport, nearly one-fifth (19%) disagreed or disagreed strongly that protective equipment worn by their players was adequate. Yet, approximately 44% agreed or strongly agreed that the protective equipment for their teams is adequate. Follow-up interviews revealed that more attention is needed in providing protective equipment for some teams and in making sure that sizes fit properly.

There were 63% of the head coaches who indicated that apparatus and equipment used by their team during practice are adequate. Almost all of the head coaches revealed a need for more field equipment items such as dummies, sleds, nets, cones and other such items to support practices. Supplies

Only 54% reported that disposable supplies for their teams are adequate and are provided each year as needed. Follow-up interviews revealed that several head coaches actually use their supplemental coaches pay to purchase items for their players because they are unable to procure sufficient funds from the individual school or APS to purchase needed supplies.

Funding Fundraising

Most other schools and teams with which APS schools compete do benefit from outside sources of income. However, only 16% of the head coaches indicated that their teams benefited greatly, and only 11% moderately. There were 26% who reported that their teams benefited very little from team fundraising activities, and 47% who reported that their teams did not conduct fundraisers at all. Booster Clubs and Parents

Similarly, 57% of the head coaches revealed that they did not receive contributions from a booster club or parents, and 28% reported that they received very little. There were 14% reporting moderate contributions, and only 11% reporting that their teams greatly benefited from booster club or parent contributions.

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Community Donations

Again, there were 63% of the head coaches who reported no donations from the community, and 26% who reported very little. Only 6% indicated they benefited moderately from community donations, and 5% reported that they benefited greatly. Sponsorships

Sponsorships were found to be even more deficient. Nearly three-fourths of the head coaches (72%) reported no benefit, and 24% reported very little from sponsors. Hardly any of the teams (2% moderately and 2% greatly) appear to be benefiting from sponsorships. Follow-up interviews with head coaches revealed their discouragement in being unable to organize fundraisers, due to restrictions and/or the administrative process imposed by schools and/or the APS. Player’s Fee

Only 22% of the head coaches reported that a player’s fee was charged for participation on a team in order to reimburse the school for certain uniform or equipment items. However, the cost of uniforms and equipment not paid for by the school or district (shoes, socks, support gear, etc.) are purchased mostly by the athletes themselves, according to 62% of the head coaches. Other head coach responses on the survey included partial payment by the athlete, some paying and others getting such items at no charge, and some items being furnished by booster clubs. Corporate Potential

Follow-up interviews with coaches revealed that most feel that there is great potential within the Atlanta business and corporate community to support local high school athletics. Most head coaches do not have the time or training to contact benefactors, so there would need to be a large-scale system wide approach. According to head coaches, there is great potential in this area, which could provide some of the funding needed to increase participation and make high schools teams more competitive.

Risks Plans

Of the head coaches responding to the survey, 60% indicated that they had a written weather plan specific for athletics. Approximately 85% of the head coaches indicated that they have an emergency response plan and a written plan for dealing with other emergencies that might happen during the time student-athletes are under their supervision. APS has a written plan and procedures for emergencies included in its Athletics Standard Operation Procedures Manual (2005-2006 Working Draft, p. 18). Approximately 78% reported that they also have a written supervision plan that assures that their team members are under constant supervision from the time they come to practice until they leave, including supervision of the locker rooms.

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APS does not have a published weather emergency plan. Sufficient guidance was not found related to the cancellation of activities due to the dangers of heat and extreme temperatures. Meetings and Parental Permission

There were 79% who reported that they had a meeting with parents of their team members prior to the beginning of the season to discuss among other matters, the risk that is assumed when playing the sport and athletic accident insurance. Approximately 80% of the head coaches reported that they have written permission from parents of team members permitting emergency care should such services become necessary. Most schools normally have 100% of parents providing such written documentation because a minor student usually cannot be treated by medical personnel without parental permission. Equipment and Facility Inspections

Only slightly more than half of the head coaches (52%) reported that they have verification that equipment had been properly fitted on players. There were 72% who indicated that they inspected all facilities and equipment before each practice and each game. Nearly all (99%) indicated that they have telephone access to emergency services (911) at all times when student-athletes are under their supervision, including games, practice and travel.

There were 90% of the head coaches who reported that their game and practice facilities are easily accessible by emergency vehicles, and 84% stated that they have a properly stocked basic first aid kit available at practices and games, and when travelling as a team.

Although these percentages are favorable, effective risk management demands 100% prevention. Site visits and follow-up interviews with head coaches revealed certain needs that should be addressed as soon as possible. Additional Risk Training Needed

Head coaches were also asked about certain risks which may need more attention. In their professional opinion for their own school, head coaches were asked if there is a need to further educate those involved in interscholastic athletics on the dangers of certain risks. The following percentages of head coaches agreed or strongly agreed of such needs: hazing (43%), sexual harassment (52%), use of performance enhancing drugs (53%), and gambling (49%).

Approximately half of the head coaches believe that there is a need for additional training and attention in these four areas. Individual schools and the APS should consider developing and providing training for all of those involved in the interscholastic programs, to include students, coaches, support personnel, staff and administrators with supervisory responsibilities for athletics.

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Strengths and Weaknesses (High Schools)

Open ended survey questions provided high school head coaches (n = 81) with available space to enter as many as five responses per question. Strengths

APS high school head coaches were asked to list 3-5 major strengths of their programs. A composite summary of their responses revealed the following: Rank Item Responses Percentage

(1) Coaches (providing student benefits to include training, academic monitoring, character building, and teaching to include respect, responsibility, teamwork and sportsmanship)

102 40%

(2) Student-athletes (skill and self motivation, academic success) 73 29%

(3) Support (from parents, teachers, staff, and administration) 33 14%

(4) Pride and Tradition 13 6%

(5) Facilities (fields, gyms, locker rooms, training, storage, other) 11 4%

Other (miscellaneous) 21 8%

These composite responses and follow-up interviews produced the following findings:

• People represent the greatest overall strength of APS high school athletic programs (coaches and students, as well as parents, teachers, staff, and administration). As with most organizations, this finding again confirms the importance of human resources in an organization. In fact, it is the only unlimited resource available to APS.

• Follow-up interviews revealed the benefits of further developing this strength by

expanding learning opportunities for both coaches and students.

Providing additional training for coaches and creating more opportunities for young athletes to perform at a higher level are both strategic and practical ways to maximize human resources within the organization. The most successful organizations are the ones that take care of their people and provide them with opportunities to grow and develop. A recent report by the National Staff Development Council and School Redesign Network entitled Professional Learning in the Learning Profession (2009) affirms the

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value of providing growth opportunities for educators, especially those involving a sustained, job-embedded and collegial approach to improving instructional practice.

• Follow-up interviews also exposed the potential for maximizing this strength.

When properly trained and motivated, coaches can effectively maximize other resources of the organization. When creative and committed, the same coaches can overcome almost all obstacles and barriers. If encouraged to do so, APS coaches and stakeholders will internally find solutions at the school level to solve many of the front-line problems evident within its middle school interscholastic athletic programs. Thus, most issues could be resolved onsite at the lowest management level, thereby freeing the district’s strategic leaders with time to focus on the future instead of devoting time toward putting out fires resulting from subordinates not empowered, trained or motivated to prevent or solve problems.

Weaknesses

APS high school head coaches were asked to list 3-5 major problems or concerns of their programs. A composite summary of their responses revealed the following: Rank Item Responses Percentage

(1) Money and fund raising 49 30%

(2) Apathy (to include lack of student participation and lack of support from parents, administration and staff) 36 21%

(3) Facilities (including weight room) 26 16%

(4) Administrative leadership 23 14%

(5) Low skill level of student-athletes 8 5%

(6) Transportation (late busses) 5 3%

Other (miscellaneous) 18 10%

These composite responses and follow-up interviews produced the following findings:

• Factors associated with inadequate funding cause the greatest concern for APS high school head coaches.

The survey results and follow-up interviews reveal insufficient funds cause a lack of adequate equipment, uniforms and facilities. If APS is to improve its high school athletic programs, it must first critically evaluate the level of funding it provides for athletics. There are three potential strategic funding sources, and they are (a) the General Fund

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supported by local tax collections, (b) the District Fund created mostly by gate receipts and a small number of donations, and (c) School Funds resulting from an annual budget allocation of $7,000-8,000 from the district and neighborhood fundraising by head coaches and a few booster clubs. In terms of its General Fund, APS is unlike nearly all other school systems in the state in that it’s charter is older than the state constitution, which means restrictions that appear in O.C.G.A. §20-2-411 related to what can be purchased with local tax funds (i.e., limited to coaches salaries and utilization of facilities including buses) do not apply to APS. Therefore, APS is empowered to spend funds to support its school athletic programs beyond that of most other school districts. Like other school districts, it maintains facilities, pays coaches supplements, and provides bus transportation for team travel. APS also uses Education Special Local Option Sales Tax (E-SPLOST) to construct school facilities including some athletic facilities. In terms of its District Fund, the staff at Lakewood collects gate receipts and some system-wide donations. During FY09, gate receipts totaled approximately $488,000, concessions and rentals approximately $35,000, and other earned revenue approximately $14,000. The National Football Foundation donated $90,000 to reimburse APS for salaries of tutors in its Play It Smart™ program. This $627,000 total is used to further support the individual middle and high schools, as well as pay for the overall district athletic administrative expenses. In terms of School Funds, there is very little revenue generated. Some sports teams conduct fundraising activities and some receive donations from alumni groups and booster clubs. High school athletic directors report very little income from these sources, and without receiving their own gate receipts, most schools simply do not have enough funds to operate even the very basic of athletic programs. Every team in the APS is underfunded, especially when compared to others throughout the state. Underfunded teams not only have less opportunity to develop individual player skills, but such conditions cause potential liability for the school system. For example, making certain that high school athletes have sufficient equipment and uniforms is not only the same as making certain that high school students have sufficient desks and classroom supplies, but there is the potential for liability when public school students are expected to perform without sufficiently protective and properly fitted equipment and uniforms. Additionally, the school pride that can be generated by committed teachers and administrators within a school during the normal school day is too often lost when there is a double standard in the eyes of those students who represent that same school beyond the normal school day. Everything sponsored by APS should be to the same high standard with high expectations.

• This same consistency should also include facilities. Most APS students enjoy world class academic environments. But when they participate in athletics, they often see facilities that are unsatisfactory. Many such athletic facilities are not clean or properly maintained. In fact, there appears to be a “double standard” that is evident to a visitor at

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many of the middle schools where front lawns, administrative offices and classrooms are cared for at a higher standard that gymnasia, locker rooms and athletic fields.

• Apathy is a growing phenomenon in school sports. Lack of exercise and poor eating

habits are creating larger populations of obese children. Effectively utilizing high school physical education programs to improve motor skills, build strength and stamina, and introduce students to individual and team sports during adolescence and early adulthood can create life-long interests and improved health through physical activity.

Motivating apathetic parents to support athletic programs is also a challenge, similar to getting them interested in their child’s schoolwork. At almost every high school, a core of interested and supportive parents was found. These adult leaders could be guided to develop support groups or booster clubs with a motive to recruit large numbers of parents and others to provide school and neighborhood support for high school athletes. Apathy can also occur among school and district employees. Over a period of time, it is natural for administration and staff to accept the status quo in situations where very little progress is seen and appropriately recognized. Initial enthusiasm is sometimes lost, and the work becomes repetitive and mundane, causing burnout. It is vital that APS leaders at all levels decide if providing athletic programs is meritorious and vital to the school and district missions. If so, it is time to reconstitute the human and financial capital needed to provide support at the same level of excellence expected of all APS programs.

• Experienced and wise educators know that leadership is important second only to

classroom teachers in the school improvement process. Principals are charged to be instructional leaders within their schools, and rightly so. Nevertheless, many principals spend inordinate amounts of time and effort strictly focused on internal processes and fail to realize the potential around them in their school’s neighborhood. Most communities want to support schools. However, parents and citizens are often confused as to how to do so. An effective principal leverages all of the resources at his or her disposal to support students and improve academic achievement. This includes understanding the benefits of extracurricular activities. Research is conclusive in its correlation between participation in extracurriculars such as athletics and academic achievement, good attendance, reduction in teen pregnancies and improved graduation rates (Blum, 2002; Fredricks and Eccles, 2008; Harrison and Narayan, 2003; Gerber, 1996; McNeal, 1995; McNeely, 2002). More effort by some of the APS high school principals in supporting student athletes would result in even greater achievement.

Operations are also important in a school. When things break down, learning can cease. Failure to periodically evaluate and adopt systemic operations solutions will cause APS to continue trying to support its athletic programs with outdated and unresponsive models. Most of these models have long since been altered or abandoned by successful athletic programs throughout the state.

• Young student athletes must have sufficient opportunities to learn the skills necessary to

be successful in a sport.

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Low skill levels for middle school athletes usually indicate limited opportunities for boys and girls to properly learn the rudimentary fundamentals of a sport. Without a strong foundation of basic skills, sequential development never occurs in athletics. Just as a child learning to read must first develop intellectual skills related to vocabulary and comprehension, so must an aspiring athlete first develop physical skills fundamental to a chosen sport. Without these skills, young students will not learn how to become avid readers, and young athletes will not learn how to perform advanced sports skills as they mature. It is amazing what students and coaches have done with only marginal support. What they can do with greater support would be even more amazing!

Summary of High School Strengths and Weaknesses

In summary, the open-ended questions from the survey and the follow-up interviews revealed that APS could further accentuate its strength (people) by expanding learning opportunities for coaches and students, and by maximizing this strength through distributive leadership. It could reduce or eliminate its greatest weakness (funding) by redesigning its financial support model and expanding efforts to increase fundraising and the district and school levels. Directly addressing the reported apathy among students, parents and staff could lead to expanded participation and interest, as well as parental, neighborhood and community support. Maximizing sports schedules and providing more opportunities for students to learn sports skills could increase ability levels, thus enabling students to reach their full potential.

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Part V

STRATEGIC ISSUES AND RECOMMENDATIONS

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STRATEGIC ISSUES AND RECOMMENDATIONS Strategic Issue #1 (Governance and Leadership) The governance and authority for interscholastic athletics at the school and district levels are unclear and confusing, thus causing a lack of strategic vision. Among the many assigned and implied duties related to athletics throughout the APS, there is confusion regarding who is in charge of what. This confusion has resulted in a lack of vision as to where to go and how to get there. Specifically, the following two items related to governance and authority have been identified through surveys and personal interviews:

School Level - Site-based management is strongly evident for academics and moderately evident for operations. However, athletics appears to be either pushed aside or ignored. Too often, it is left to the district athletic staff at Lakewood to manage programs at both the high school and middle school levels based on the following observations –

• Head coaches are supported by school athletic directors. More than 82% of middle

school head coaches and 74% of the high school head coaches who were surveyed agreed or strongly agreed that administrative help is available to them from their school athletic directors. This includes in-service training, advice on policy and procedures, and help with scheduling. Although follow-up interviews revealed some unresolved issues at all of the schools, these survey results indicate that for the most part, school athletic directors are generally providing the support expected by head coaches.

• Middle school principals are more directly involved with athletics than high school

principals. Personal interviews with head coaches and school athletic directors revealed that middle school principals overall tend to take more responsibility and to provide more leadership for interscholastic athletics than do high school principals in the APS.

• Some high school principals provide no direct support for athletics. Unfortunately,

these findings revealed that approximately half of the high school principals seem to abdicate most responsibility for athletic programs. They are not involved to any noticeable extent in the plans, operations and support of their high schools’ athletic programs. Instead, these principals either depend upon the school athletic director or head coaches to make strategic decisions normally expected of the principal or school leadership team, or they look to the Lakewood staff to make nearly all of the decisions about athletics within their schools.

• Some middle and high school principals do not fully understand their roles in

athletics. Discussions with several principals confirmed that approximately half of those interviewed were knowledgeable and supportive of students participating in athletic programs, while the others had very little knowledge or understanding of their

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actual or implied administrative and legal responsibilities for athletic activities being conducted during afternoon and evenings at their schools. In most schools in Georgia, principals are normally expected to be the approving authority at the school level for such activities as fund-raising, booster activities, and purchasing. Yet, many APS principals simply turn this responsibility over to the district staff. Although it is commendable that APS principals are devoutly focused on academic achievement, it is unfortunate that they some do not fully appreciate the favorable effects that a strong athletic program could have on their schools, especially in support of academic achievement.

• Principals in the small schools concept tend to ignore athletics. In “schools within a

school,” there are additional challenges not normally found in traditional schools. Test scores appear to have validated the academic effectiveness of this concept, but its organization makes extracurricular activities difficult to manage. It is apparent that additional attention, coordination and support are needed to resolve such issues as communications, scheduling, cooperative planning, and student involvement for schools employing this model.

• State and local policies require principals to take responsibility for competitive

interscholastic activities. GDOE Rules 160-5-1-.18 and .19 state that the “school principal shall regulate competitive interscholastic activities in his or her school and shall ensure that all staff members adhere to requirements.” Relating to extracurricular activities in grades 6-12, APS Policy IDE states that “Compliance with these requirements, as provided in State Board of Education Policy [Extracurricular Activities Code IDE], will be enforced through the application of standards and the comprehensive evaluation program.” Without clearly understanding their accountability, approximately half of all principals have little or no involvement in decisions concerning raising and budgeting funds, approving the purchase of equipment and supplies, or promoting such activities for the benefit of their students. Instead, they expect their athletic directors to bypass them and work directly with the Lakewood staff to supervise and conduct their school’s athletic activities.

• Principals’ annual evaluations do not include athletics. None of the APS middle or

high school principals indicated that athletics was included in their annual evaluations, despite requirements stated and implied in GDOE rules and APS BOE policy. Including athletics in the annual evaluations of principals would improve the supervision and oversight of athletic programs at the school level. Offering incentives for success such as high participation rates would encourage principals to take more responsibility for their schools’ athletic programs, the same as other programs for which they are responsible. Striving for excellence should not be for a few selected areas within a school. Instead, it should permeate throughout the school culture in every worthwhile endeavor by students.

• Some school athletic departments are invisible. Even though all schools have

someone appointed as school athletic director (AD), their “departments” lack

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sufficient structure, space and support to function as expected by the communities their schools serve. At some schools, for example, it is almost impossible for a parent or local citizen to find a “place” designated as the athletic department location. In fact, some AD’s have neither a suitable place to conduct athletic business nor even a designated telephone to receive inquiries about practices or games, to prepare schedules, or to talk with the sports media. One AD remarked that if someone “walked into my school to donate a million dollars to athletics, they probably couldn’t find anywhere to leave the check.” Full teaching loads restrict athletic directors from being available to communicate with the public, attend school leadership meetings, and make preparations for games and activities. Without functioning athletic departments, too much of the administrative details are being upwardly delegated to Lakewood.

• Written responsibilities and guidance are vague. In most school systems throughout

Georgia, principals understand the favorable effects that a good athletic program can have on a school and its students. The most successful principals tend to take charge of all activities that occur on their school sites, including interscholastic athletics. They delegate the day-to-day operations to an assistant principal and/or an athletic director. Some authority is then delegated to head coaches, who in turn depend upon assistant coaches to help them fulfill their duties and responsibilities. These lines of responsibility are not clear within most APS schools.

District Level – Not only is there a need for principals, athletic directors and head

coaches to more clearly understand their authority at the school level, but there also exist misunderstandings among district level administrators as to what kind of support for athletics is expected of them by the schools.

• A clearer understanding of line and staff authority is needed. Within any large bureaucracy, there exists the potential for line and staff functions to overlap and become confusing. “Line” (command) responsibility applies to such leaders as the superintendent, school reform team (SRT) executive directors, principals, athletic directors, and head coaches. “Staff” responsibility applies to members of the organization whose positions are created solely to assist the superintendent in providing support and resources which enable those with “line” authority to be successful. Such support personnel are found throughout the organization. They include assistant superintendents, directors and coordinators. A school district staff is normally granted specific and limited authority to act on behalf (or in the place) of the superintendent. When “staff” begins to feel as if they are “in charge” or are being held “accountable” for what those in “line” positions are charged, then the system can become dysfunctional and roles become confusing.

• Upward delegation erodes site-based management. Unclear authority and power that

evolve from confusion among the roles of line and staff can provide a natural conduit for upward delegation. Upward delegation occurs when duties and tasks are delegated toward higher authority, which is in the opposite direction of normal delegation. Delegation is critical in a large organization because without personnel at

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the school level assuming responsibility for their roles, everything tends to “bottle-neck” at some higher level, usually within the office of a staff member. APS has demonstrated great success in site-based management and in holding those in line authority like principals accountable. However, the opposite is occurring in athletics. This erosion is not in the best long-term interest of the APS or those it serves.

• The centralized office arrangement at Lakewood Stadium is divisive. Although

everyone working at Lakewood Stadium has demonstrated their commitment to students and their loyalty to APS, the location causes two major shortcomings identified during interviews with head coaches, athletic directors and principals. Both create problems for the district. The first occurs when decision-makers are not close enough to the action within the schools. Sometimes, the Lakewood staff is perceived as detached and “not in touch” with those on the “front lines” like principals, athletic directors and head coaches. More presence is needed within the schools. The APS has effectively prevented such a problem in other areas by strategically locating the offices of SRT executive directors on various school campuses. The second issue occurs when athletics does not have a “seat at the table” at the downtown central office. Assigning the district’s Director of Health, Physical Education and Athletics to an office at Lakewood Stadium separates her from the internal decision-making processes that occur downtown. It is obvious that many assumptions have been made about athletics by various central office directors who seldom or never come in contact with the person employed by the superintendent to work with others and provide ideas and suggestions about athletics to her and her staff.

• Current organizational structure stifles direct input. The APS organizational chart

shows that the Director of Health, Physical Education and Athletics is subordinate to the Executive Director for Learning Excellence. This is the proper place for instructional and curriculum coordinators, such as one for Health and Physical Education, but athletics is much too broad for this alignment. Instructional or curriculum coordinators (i.e., math and science) work in association with each other in order to assist the Executive Director for Learning Excellence and to support school principals and SRT executive directors. Similarly, it is more logical for a Director of Athletics to work in direct association with other directors heading such departments as security, pupil transportation, operations, facilities and maintenance.,

• “Controlling” instead of “advancing” tends to limit effectiveness. During interviews,

it became evident that the rank and file within the schools perceives the purpose of the Lakewood staff as an element of compliance whose role is to “control” athletics instead of an element of development whose purpose is to “advance” athletics. As more and more school level compliance issues have been upwardly delegated to the Lakewood staff, a desperate need to be in control has seemed to evolve, according to some of those interviewed. Such remarks were not intended to degrade their associates at the district level, but to instead express a greater need for development. “Advancing” goes beyond “controlling” the competition among schools. Greater leadership is needed to further “advance” athletics by such initiatives as seeking and finding major resources to support all schools.

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• Coordinating councils could provide shared governance. Creating distributive

authority with such groups as a council of principals (i.e., a Principals Athletic Council for high schools and another for middle schools) to provide assistance in developing rules and procedures for high schools and middle schools would not only provide different perspectives, but would also activate shared leadership and support. This can be especially effective when dealing with the toughest strategic issues, such as procedures to add or dissolve sports, to improve attendance at games, to develop and monitor budgets, or to gain input for long-range planning. The same is true for local councils consisting of booster club presidents or school representatives. When acting upon important issues, cooperation and distributive leadership most often lead to innovative and successful solutions for problems and better ideas for implementation. The overall athletics program has an obvious need for new ideas and innovative ways to move its athletic program forward. An infusion of fresh ideas from school and neighborhood leaders could multiply support exponentially.

• Visionary strategic leadership is needed. Over and over again, head coaches

expressed frustration that no one at the central office appeared to be leading the program at the strategic level. They sense a lack of vision and direction. No one seems to be aggressively seeking corporate sponsorships, solving systemic problems that affect all schools, or promoting athletics with modern technology and through various media outlets. No one seems to be creating and promoting partnerships among the school system, recreation department, YMCA and YWCA, Boys and Girls Clubs, AAU, and other sports associations. In simple terms, athletic directors and head coaches want APS strategic leaders to help them find more financial resources, to write fair rules of play, to support the creation of booster clubs that can raise funds at the neighborhood level, to let their principals take charge, and then to let they themselves run their school athletic programs.

Recommended Action Items (A) Accept the proposed plan which shifts the management of several operational tasks of

athletics from district level to school level. This provides stronger site based management, creates a council of principals to monitor and control programming, and provides the opportunity for district level administrators to be more involved in strategic planning and fund raising.

(B) Review the organizational chart and develop competency models (i.e., job descriptions,

interview items, evaluation criteria, etc.) for head coaches, assistant coaches, high school athletic directors, middle school athletic directors, the high school athletic coordinator, the middle school athletic coordinator, and the APS system level athletic director. Good performance management includes processes that effectively align goals, evaluate employee performance, and reward them fairly.

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(C) Re-structure the position of High School Athletics Director to align more closely with duties similar to those of an assistant principal. Possessing Leadership Certification (L-5) by the Georgia Professional Standards Commission (PSC) would enable this person to function in a much broader capacity and relieve some of the game supervision requirements for other school level administrators. Whenever possible, this person would also supervise the health and physical education program and evaluate its teachers. Such a certified administrator in this position would report directly to the Principal with the responsibility for athletics (and physical education) on each campus. In “schools within schools,” he or she would meet with all four principals on campus to coordinate matters related to athletics. Shift the following responsibilities from the district’s Department of Health, Physical Education, and Athletics (DHPEA) to the Athletics Directors (as proxy for the principal) at each high school: transportation, eligibility (with district oversight), maintenance, purchasing, program supervision, coaches (hiring, training, evaluation and retention), and game management supervision.

(D) Middle school principals should adjust responsibilities and additional duties based upon the

needs of their own schools. (E) Establish a council of high school principals (or assistant principals/athletics directors as their

proxies) and a council of middle school principals to become an advisory and/or governing body to the APS for interscholastic athletics at their respective level.

(F) Restructure the positions of Coordinator of High School Sports and Coordinator of Middle

School Sports at the district level to include, but not be limited to: serving as executive secretary of the council of principals, supervising stadium operations at Lakewood and Grady, building coaches’ morale, scheduling in-service training, assisting schools in developing booster clubs and raising funds, promoting and increasing revenue from APS events, assisting schools to increase sports participation (particularly female participation), coordinating and managing all APS championships, and assisting coaches and school athletic directors in scheduling.

(G) Restructure the position of Director of Health, Physical Education and Athletics at the district

level to assume more leadership and generate more revenue to include, but not be limited to: providing district level leadership, program oversight and strategic planning, as wells as representing APS athletics in the Atlanta sports community, marketing and promoting APS athletics, and providing leadership for major fund raising activities.

(H) Develop and administer an instrument (i.e., balanced scorecard) for use in monitoring

interscholastic athletic program goals and expected outcomes, similar to the process used with other APS departments and goals.

(I) Appraise all current APS personnel in comparison with the new position descriptions. (J) Hire for the new positions as necessary.

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(K) Utilize the newly launched APS student information system (Infinite Campus) to track all student-athletes in determining correlations between their participation in school sports and their academic progress. This system could not only be programmed to determine student eligibility, but its data could also be used to document progress in participation increases, retention in school, and graduation rates.

(L) A comprehensive assessment should be prepared by the APS Chief Financial Officer to

identify the fixed costs of conducting each sports program within the APS. The purpose of this study would be to identify the minimum amount of operational funding needed to sponsor each sport, subject to the projected minimum and maximum number of participants as determined by the district athletics staff. Such information would be fiscally important when making decisions on adding or dropping a sport.

(M)Shift the responsibility for security at athletic events to the APS School and Event Security

Director. This action would place a trained security professional in charge of other law enforcement officers and would reduce the overall cost for event security.

(N) Reassess the transportation budget for athletics to assure that it is sufficiently funded to pay

for all of the anticipated trips to scheduled games, meets, and matches. All transportation requests and modifications should be managed at the school level through the Lawson system, the same as other school field trips or activities. Currently, the district athletic department runs out of money in the system before mid-year, and it must bypass the approved system in order to request team buses. This is time consuming and circumvents the System’s controls and accounting.

(O) Relocate the District staff housed at the Lakewood facility to locations that provide them

better access to the central administration and the administration of high schools and middle schools. Rearrange the Lakewood athletic office facility and remodel Grady Stadium as meeting spaces for in-service training and event related meetings, offices for game managers and tournament managers and for entertainment by the APS and school booster clubs at special stadium events.

Strategic Issue #2 (Coaches) The greatest strength of the APS interscholastic athletic programs is its people (coaches and student-athletes, as well as parents, teachers, staff, and administration). Coaches were identified as having the most influence on program success, similar to that of teachers in the classrooms.

The survey results reveal that 40% of middle school coaches were in their first year of

coaching. Coaches that were hired at the middle school lacked experience as head coaches and had very few previous opportunities as assistant coaches to work under the supervision of experienced head coaches.

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The survey results also exposed a need to find ways to increase longevity and continuity, especially among high school head coaches. There exists a need for extensive coaches training related to fundamental skills and team strategies as well as more time to develop coaching techniques while assistant coaches.

Planning is essential to finding and maintaining effective coaches. Athletic

administrators must place hiring, training, evaluation and retention of coaches as their number one concern.

The morale of coaches is a critical factor in the success of an athletic program. Good

morale among coaches leads to good morale among players. Good morale among players leads to consistent effort, which leads to program success.

The top four factors that middle school coaches listed that would help their morale were:

(a) Provide more in-service training (coaching clinics). (b) Provide better resources (“so I will not have to use my coaching supplement for

team expenses”). (c) Review how coaching stipends compare with other area schools and pay all or

most coaches in a lump sum at the end of the season. (d) Increase the number of days for preseason and postseason activities. These

additional days would give players more time to learn skills prior to their first game. They would also expand the playoffs, thus providing more recognition.

The top four factors that high school coaches listed that would help their morale were:

(a) Provide more funding for equipment and facilities. (b) Increase coaching stipends and add incentives similar to what they receive as

teachers for student achievement. (c) Provide more administrative support from principals and the district staff. (d) Provide more recognition and more in-service training (coaching clinics).

The selection of a head coach is the most important decision related to the sports

program. The coach is the program’s greatest strength. Effective plans must be established for the recruitment of coaches, and these plans must include principals seeking quality teachers who are also quality coaches. Oftentimes, the best coaches are also among a school’s best teachers. Recommended Action Items (A) Physical education teachers at the high schools and middle schools should be expected to

coach. If they no longer wish to coach, they should be encouraged to apply for and accept vacancies at elementary schools. Every APS high school and middle school needs more coaches who are also members of the faculty at the same school during the regular school day.

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(B) A formal orientation program for all new head coaches is essential. New coaches also need mentors. Such support could be provided by existing coaches at schools, or a cadre of experienced and successful retired coaches could either be asked to volunteer or be employed at a nominal fee and trained as part-time mentors.

(C) Develop and implement an extensive in-service training plan in program management, rules

education, game strategy, and skill instruction for all high school and middle school coaches. Such training sessions should be held at least quarterly. They should be informative, fun, and provide communication and networking opportunities. High school and middle school coaches should have opportunities to learn and work together. Local coaches at the collegiate and professional ranks, as well as outstanding retired coaches, would likely donate their time to instruct APS coaches.

(D) Annual written evaluations based on newly developed job descriptions are essential to a

coach’s education and training. These evaluations for head coaches should be administered after each season by the school athletics directors and should include definitive goals in such areas as student participation, fund raising, and program success. Stipend incentives should be considered for success in these areas. Head coaches should provide similar written evaluations for their assistants.

(E) Supplemental pay for coaches has not been revised for several years and is less than that of

surrounding counties. (See Appendix A) Increasing the stipend amount should be considered to make the system more effective in hiring and retaining coaches. Such increases could be implemented over a period of time and include annual increases linked to the overall teacher salary increases. Bonuses should also be considered for reaching goals for participation, fund raising, and program success (including team championships). During interviews, most APS head coaches indicated a preference for receiving stipends in a one-time payment at the end of the season. It is suggested that this be done after equipment inventories have been submitted to the athletics director indicating that all uniforms and equipment have been properly stored and that all other coaching responsibilities have been fulfilled.

(F) Develop and implement a plan to recruit retired coaches who may wish to return to coaching

on a part-time basis, especially in the middle schools.

(G) Develop and implement a similar plan to find quality individuals who may be interested in becoming GHSA certified community (lay) coaches.

Strategic Issue #3 (Revenue Enhancement)

The major weakness of the APS interscholastic athletic program is the lack of funding, especially for equipment and uniforms.

Three sources are available to increase the funding of interscholastic athletics. The first

is general tax dollars. The support from tax dollars has diminished with the recent recession. The second source is money received from gate receipts and corollary income from events held

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at Lakewood and Grady stadiums and other athletic facilities throughout the APS. The third source is new income generated from fund raising activities that are not presently active in the APS.

The priority to increase academic performance has taken most of the administration’s

time and energy. Athletics during this reform period has in many ways been ignored to the degree that the program does not represent the APS in a manner that its public expects or desires. The existence of this assessment is proof that the administration wishes to address athletic concerns.

One of the concerns is how do APS leaders know if the athletics program is being funded

at a level that earns credibility with student-athletes, coaches, and supporters. It is the opinion of the researchers that the current funding is below that level. Three issues can solve this dilemma. First, determine the minimum fixed costs of each program in accordance with acceptable standards and fund these fixed costs with tax dollars. Second, aggressively pursue all revenue sources to enhance the programs and reduce the fiscal pressure on the general fund. Third, aggressively raise funds from the community while implementing strong fiscal controls that monitor expenses to assure that all resources are used appropriately. It takes both. One without the other will not be effective. Recommended Action Items (A) Implement a strategy to remove barriers (actual or perceived) that affect the development of

booster clubs at each high school and middle school. Work effectively with those who wish to support their particular school. The System administrators must take a positive and service oriented approach to booster organizations. Boosters are the margin of program excellence and can provide the support the System so desperately needs. The APS can help local school booster clubs by providing priority seating, parking and pre-game entertainment area for boosters at Lakewood and Grady Stadiums.

(B) The APS should seek to establish a foundation for interscholastic athletics that will facilitate

the solicitation of major gifts to the APS. (C) Implement a plan to seek revenue from facility naming rights and sponsorships. Atlanta is a

sophisticated sports advertising market. The APS has several venues that are valuable for their naming or sponsorship rights. It is important that the values of these existing and future properties are properly assessed. This will take a sports marketing professional. Presentations to market APS properties must be state-of-the-art. It is thus recommended that the APS contract on a percentage basis with a sports marketing agency in the Atlanta area to assist in selling naming rights and sponsorships. The APS should seek sponsors for all marketable activities. For example, sponsorship packages could be used to sponsor APS city championships. These would include city championships in middle school, freshman and junior varsity competition (inclusive of grades 7-10) and some selected sports at the varsity level (e.g., baseball, soccer, tennis and golf). Included in the package would be naming rights (i.e., the Coca-Cola APS City Championships), logos as permitted by GHSA on all

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uniforms and practice apparel, signage in all gymnasiums and/or stadiums, trophies with sponsors name, sports website recognition, photo shoots (with athletics personnel and visible leaders such as the mayor, superintendent and BOE members) to be used with press releases about the sponsorship and other activities. Most of the expenses for such initiatives would cost the APS very little, but they would provide suitable recognition for the sponsor. In return, the sponsorship fee could pay for all equipment and uniforms for the teams, as well as the championship tournament expenses.

(D) Expand relationships with professional teams in Atlanta for mutual benefits. (E) Increase the number of paid events held at Lakewood and Grady stadiums, as well as other

venues. Such events could include championships in sub-varsity competition, three-on-three basketball tournaments, invitational tournaments, and meets and championships (i.e., volleyball, softball, soccer, baseball). All events can be designed to generate revenue.

(F) Provide incentives for individual schools to generate more income from gate receipts. Under

most circumstances allow individual schools to keep gate receipts for events hosted on the school’s campus. Currently all gate revenue is turned in to the Lakewood office. There is no incentive for the schools to generate more revenue.

(G) Provide conditions under which an individual school could lease its athletic fields or facilities

for a fee to outside entities. These conditions should not be written so conservatively as to discourage those wishing to use the facilities.

(H) Implement plans for providing “spirit packs” that include dry goods (clothing) that the

student would keep after the season (shirts, shorts, shoes, jerseys, sweats or warm ups, and in some cases pre-game meals). It is suggested that the use of central purchasing for such items would reduce the costs, that sponsors be solicited to put their logos or names on the dry goods, and shoe contracts be solicited to obtain free or reduced price shoes.

Strategic Issue #4 (Monitoring Operational Expenses) Operational expenses for athletics should be systematically monitored to assure that they are appropriate in today’s market. Not only is it critical for APS to take a more aggressive stance concerning revenue enhancement, but more structured efforts to prevent waste and/or misuse of funds are also needed. Becoming better stewards of taxpayer funds, gate receipts, donations and funds raised by teams and boosters could stretch existing dollars.

More transparency in financial operations would improve the trust among those who work within and support APS athletics. Having open oversight by principals could provide a more strategic view of how limited funds could best be used to support students. Systematic checks and balances for school and district athletic expenses could prevent common accusations and concerns by the public relating to where the money goes for athletics.

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Recommended Action Items (A) Review all security assignments, especially football. It is understood that 22 law

enforcement officers are required at all football games regardless of the expected size of the crowd. It has been reported that there have been games where there were more officers at the game than fans. Reviewing security assignments could significantly reduce expense.

(B) All game management expenses should be carefully reviewed and revised in accordance with

the newly proposed governance model, which should result in a savings that could be used at the school level to more directly support students.

(C) Periodically conduct audits on all game management, concessions and purchasing functions

in the athletics department. Such audits should also occur anytime there is a change in school or district athletic leadership.

(D) It is suggested that student support groups be organized at the schools to act as hosts and

provide “public service” hours for hosting events on campus or at APS stadiums. In some instances, these students could perform voluntary tasks for which the system has previously incurred as an expense. Students could also support athletics by assisting with school athletic websites, hosting pep rallies and assisting in marketing spirit items directly to other students.

(E) Coaches should not be paid their supplements until they have had all of their team’s

equipment and uniforms checked into the inventory system by the school athletics director in order to reduce the numerous losses of such items.

(F) The newly proposed Principals Athletic Councils should provide oversight on all budgeting

matters concerning athletics. These two councils (one for middle schools and another for high schools) would also be the review authority for adding/dropping sports.

Strategic Issue #5 (Outdoor Sports Facilities)

Outdoor sports facilities are insufficient and often poorly maintained. Outdoor facilities are becoming more and more difficult to maintain. For example, the

playing fields are used year round, and the grass does not have an opportunity to recover. Where sprinkler systems exist, they do not work properly. It is very difficult to plant new sod on a field without water, and water has become a valuable commodity in Atlanta.

Outdoor sport facilities at schools experience a lot of use by unauthorized citizens.

Adults are often observed walking on the running tracks, sometimes interrupting school track team practice. Private groups often play soccer on the fields all weekend. Other citizens have been observed walking their dogs on the fields and failing to clean up the messes the dogs leave.

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Middle schools have an all purpose field that is used almost constantly for physical education classes, football and sometimes soccer. These fields are often in very poor condition, and none of the scoreboards on the fields work. Middle school sponsor softball and track but they have no softball facilities and no track.

All nine high schools have a track, but at least three of the tracks need resurfacing. Each

high school also has at least three tennis courts, and they are in good condition. All nine high schools have attractive baseball diamonds, but only six have softball fields on campus.

APS faces some important decisions related to its outdoor athletic facilities. For example, Lakewood Stadium is old and now too small to host GHSA playoff games. Its architectural design is unique, and expansion would be a significant concern. Another example relates to high school fields that are used for football, soccer and lacrosse. These fields are in very poor shape, and there is really no way to appreciably improve and maintain them without changing to artificial turf. The cost of renovating Lakewood Stadium is going to be expensive, and installing artificial turf on all high school fields is going to be expensive. Therefore, the two projects must be interrelated. Recommended Action Items (A) It is time to take a critical look at Lakewood Stadium. It is recommended that one of the

major sport facility architects located in Atlanta (e.g., Rosser International, Heery International, etc.) be employed to suggest future alternatives and costs for Lakewood Stadium. Such architects are sport stadium professionals and have designed sport stadiums worldwide. The architectural design and engineering of Lakewood Stadium is unique, and the best solution for it should include advice and cost analyses from the best and most experienced stadium architects in the business. Bleachers dating back to 1996 or earlier are most likely not up to current safety codes. The recent federal stimulus funding is a one-time opportunity to make bleaches safe, extend their life cycle, and limit APS liability.

(B) Enlarging Lakewood Stadium to meet GHSA capacity requirements for hosting football

playoff games is going to be expensive. Prior to enlarging the stadium, it would be prudent for the APS to consider priorities for all of its outdoor sports facility needs. For example, is it more beneficial to significantly improve practice fields on each school campus and provide quality facilities in which to play all sub-varsity games in football, all varsity games in soccer and lacrosse, and some varsity level football games than it is to have a stadium large enough to host a GHSA playoff game? Obviously, it would be best to have both, but the overall cost may require establishing priorities. If one were to envision the enhancement of the school sites, the components of this upgrade would likely be listed in this priority order:

• Install an artificial turf on each high school football field. This will significantly

upgrade the practice conditions, as well as competitive games and matches played at the schools.

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• Construct fences to secure the fields so that unauthorized users and fans can be

controlled. This would enable admission to be collected for home games, and the fields could be leased to outside organizations.

• Build a much needed outdoor storage building to properly store track, football, soccer

and lacrosse equipment.

• Build restrooms for student-athletes (some fields are a long way from the locker rooms) and fans attending games and matches.

• Construct aluminum bleachers as needed for spectators.

o The mean (average) and median (middle value) attendance figures at Lakewood

and Grady Stadiums during doubleheaders on the same nights (sometimes including 3-4 APS teams) during 2007 (the most recent year available) were as follows - Total attendance – mean was 1,376 and median was 1,411 (includes students) Student attendance – mean was 569 and median was 554 (included with total)

o The previous attendance figures are for doubleheaders, so most observers would logically estimate that single games would be attended by fewer fans. However, hosting a football game on the school campus usually enables more students to attend. Even so, it would not take a lot of seating to accommodate most crowds.

o Major games could be scheduled at Lakewood or Grady Stadiums.

• Construct an outdoor lightning proof building to protect players and coaches when lightning is in the area. The facility building could include the outdoor storage space and restrooms mentioned above. The building should have four areas to include an athletic training room with an ice maker, two separate meeting rooms or ready rooms for competing teams, and a large weight and conditioning room that could be used for physical education classes and athletic team strength and conditioning. Summer conditioning programs could be held in this facility without needing to open the school.

• Construct a concession stand as needed.

• All fields presently have functional sports lighting for night games.

• Parking for most events can be providing on campus in existing spaces.

(C) All high school running tracks should be evaluated. Those at Therrell, Washington and

Jackson High Schools definitely need to be resurfaced. (D) North Atlanta, Douglass and Jackson High Schools do not have softball fields. The status of

softball as a varsity sport will be questionable in the future. Each school’s program will survive based upon the interest in that area of the city. Most likely, North Atlanta and

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Douglass will maintain teams. Jackson may not. Placing a softball field in the outfield of the baseball field already on campus is a possibility. This can be done by using the outfield fence as a security fence for the softball field. The dugouts can be constructed just outside of this fence and off the baseball playing field. The infield of the softball field could be skinned (grass removed), which means that a section of the baseball outfield would have no grass. A portable outfield fence could be installed for the softball field, thus keeping softball players off the infield part of the baseball diamond. Lighting and scoreboards may need to be readjusted. The backstop for softball would become part of the outfield fence for baseball. If such a plan is used, softball fields can be placed on the baseball fields at North Atlanta, Douglass and Jackson High Schools. At each field there should be enough room for fans behind the fence. Accommodations for fans similar to those provided for baseball will be needed. It is not necessary to provide seating for as many spectators as baseball, but the bleachers must be of equal quality.

(E) Grady High School has no place for its student-athletes to practice when the stadium is being

used by other schools. It is recommended that the practice field next to the gymnasium be covered with artificial turf to allow its multi-use for football, soccer, softball, baseball and lacrosse.

Strategic Issue #6 (Sports Programming)

The system does not have a viable plan for sports programming.

“If you don’t know where you are going, you never know if you get there.” This old

saying sometimes appears appropriate for the APS. The district does not currently have a viable comprehensive plan for sports programming.

It is the actual school sports activities which create the student, school and community

experiences that APS seeks to sponsor. A consolidated program consisting of these many activities must be carefully planned and monitored if they are expected to enrich the student educational process.

It is possible to have bad experiences in sport. Teams that are not adequately coached

and prepared, not sufficiently funded, or were started on a whim do not have a fair chance to be successful. Such poor performances actually embarrass the child, as well as the schools and the community, and they should not be tolerated. Interscholastic athletic competition at the highest level is not for everyone. Understandably, interscholastic athletics should provide advanced challenges for the most talented participants in order to maximize the potential of such gifted students. Competition among schools is also important. Historically, it evolved because opportunities for those most athletically talented students to compete within their own school (intramurals) were found to be limited. Therefore, opportunities to increase such challenges by competing with students representing other schools were provided.

What does this mean to the APS? In order to have a varsity sport, schools must have

students who possess athletic talent and skills at the more competitive varsity level. Many of the

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greatest values are found within the competitive nature of sports. Placing a student-athlete in a position where he or she is repeatedly overmatched is negligent on the part of the school and system. The lessons learned in athletics relate directly to the quality of the competition: the more equally matched, the better. Within the limits of good sportsmanship and fair play, everyone involved in the overall program should seek to make it the very best and the most competitive it can be. To lessen the importance of competition is to violate the integrity of sport.

In several sports, students in the APS are at a distinct disadvantage. Examples are

softball, soccer, tennis, golf and swimming. The disadvantage is that prior sport offerings in their communities are less than those offered in the communities of other schools. It is not the school sports that put APS students behind, but the lack of experience prior to entering the APS sports program. For example, in some communities girls begin playing softball and soccer at the age of six. By the time APS girls play against these same girls in high school, the more experienced girls have as much as 10 more years of skill development the sport. Other APS girls have only had a five-game middle school experience. If the APS chooses to sponsor these sports, there is not enough time or resources to bring the APS girls up to the skill level of those that have been playing almost all of their lives. This is why the APS schools need a comprehensive sports program plan.

Other issues of importance when developing a plan for the sports program include the

following: • It has been documented that the two major strengths of the APS programs are its

coaches and the talent of its student-athletes. The two major weaknesses are the lack of external funding and a general lack of varsity level skills in some sports based upon a lack of opportunity for students to learn skills at an early age.

• There are many good opportunities to promote and market the APS sports program.

These include “city championships” and greater recognition for its champions. Currently there is no marketing or promotion plan.

• The opportunities for the sports programs are plentiful, but the following potential

threats must be overcome - o Students often transfer to private schools to play sports. o Recreation football competes for students at the middle school level. o Other amateur sport organizations compete for APS students (travel teams, AAU).

• There are also some barriers to participation. The following must be addressed -

o The cost of physicals and similar expenses related to participation keep some students from playing school sports.

o Transportation home after practice is a problem for many students. o Apathy is a major concern, and it permeates throughout the whole athletic

program at almost all of the schools.

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Recommended Action Items (Middle School Program)

(A) The Director of Health, Physical Education and Athletics must establish a very close

working relationship with the administration of the Atlanta City Recreation Department and other sport entities that provide sport experiences for APS students. A set meeting schedule should be established that will permit constant monitoring of programs for all APS students from all amateur sport outlets.

(B) It should be determined if the football program should be modified to add freshman football

at the high school and discontinue it at the middle school.

• The city recreation program runs a youth football program that parallels the APS middle school football program. Both programs are expensive.

• If the APS had freshman football, the research indicates that it would decrease the

dropout rate for those involved. Recent statistics show that the greatest loss in student-enrollment occurs between the freshman and sophomore years (4,000 ninth graders compared to 3,200 tenth graders this past year). The transition into high school during the ninth grade is important. Being on a team helps the transition. Because football has by far the most participation of any other sport, a freshman football team at a school would have the greatest immediate effect on curbing the dropout rate, especially among males entering the ninth grade.

• The best scenario would be to have middle school and freshman football available at

all schools, but it is expensive and the recreation department duplicates the experience for boys who are middle school age, and it actually has more games and a championship.

• Unfortunately, the present sequence of football experiences has a void exactly where

such opportunity could help retention in school the most.

• It is recommended that APS athletic leaders meet with representatives of the city recreation department to work to coordinate and enhance both football programs under the following conditions - o If the APS can be reasonably assured that all middle school students will have

reasonable access to the city recreation youth football program; o If the APS can be reasonably assured that the city recreation department will

conduct its program so that it is not detrimental to the educational process; o If practices are limited and give students sufficient time for homework; o If the APS coaches have an opportunity to meet with the teams to explain the

academic requirements for continued participation and have the support of the recreation department coaches to stress academics, then;

o The APS and city recreation department should develop a cooperative agreement to share resources and improve sports programs for local students. The APS could offer outdoor facilities and provide football coaches to conduct coaches

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clinics for recreation department coaches. By not sponsoring middle school football, APS would avoid duplication and competition with the recreation league. Both agencies should work more closely together for the benefit of the overall football experience for students.

• Under these circumstances, it should be recommended that the middle schools

discontinue sponsoring football and the high schools instead sponsor freshman football.

• Eighth grade students who are too big to play in the city recreation league would have

an opportunity to play on the freshman football team of the high school for which the middle school is a “feeder school.”

(C) If middle school football is shifted to the city recreation department, it is recommended that

sports program for girls be modified in the middle school by starting a volleyball program and discontinuing fast pitch softball and soccer. Moving middle school football to the recreation department guarantees that all middle schools would be in compliance with the participation regulations of Title IX, thus enabling the program for girls to be modified.

• For the most part, the female student athletes who try out for softball and soccer at the

middle schools have no previous experience. o No fast pitch softball or soccer is offered in the local summer programs. o The APS does not have softball fields on the middle school campuses and the

soccer facilities and equipment are limited. o Softball is a game that is dominated by pitching, and unless a player has

specialized pitching lessons and/or experience in pitching, team success would be unlikely.

• Volleyball is growing.

o Girls volleyball is now offered in the city recreation program, and interest is high and increasing each year.

o Tryout rates for girls wanting to play volleyball at several of the APS high schools exceed the rates for other female sports. Some high schools have as many as 45-60 girls who try out for the varsity volleyball team. Unfortunately, junior varsity volleyball teams are not offered at this time.

o All middle schools have good gymnasiums that could provide good volleyball courts with the addition of the volleyball standards (stanchions) and nets.

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Recommended Action Items (High School Program)

(D) It is recommended that APS sports be categorized into two levels: (1) Level One Sports

• Level One Sports would consist of those varsity teams that would play in the GHSA regional competition. How Level One Sports are developed vertically would increase participation at the high school level. They are also sports in which APS students collectively have the most interest, the most participation, and the best skills. o Level One Sports are the first priority when it comes to support. o Level One Sports include track, cross country, basketball, football and volleyball. o Level One Sports should be built vertically. For example, the vision for Level

One Sports would be to have sports offerings at each grade level 7-10 (7th grade team, 8th grade team, 9th grade freshman team, and 10th grade junior varsity team). The assumption is that by doing this, the APS would significantly increase participation in sports, which would also eventually include the varsity level (grades 11-12). This plan should also improve the quality of the varsity teams.

o Level One Sports at the sub varsity level would have highly promoted city championships at each of the four levels.

• The following table illustrates how Level One Sports that are developed vertically would increase participation in the high schools, particularly for the ninth grader. The column on the left indicates the Level One Sport (male or female), the next column the current number of participants, the next three columns the projected number of participants at each high school to include freshman (Fr), junior varsity (JV) and varsity (Var), and the last column projects the total for all nine high schools.

Table 1 (Level One Sports Participation)

Sport Current Totals Projected Students Projected Totals (Male) 2008-2009 Fr JV Var (9 schools)

Football 717 30 30 50 990 Basketball 262 15 15 15 405 Track 331 25 25 25 675 Cross Country 148 15 15 20 450

Sub-Totals 1,458 2,520

Sport Current Totals Projected Students Projected Totals (Female) 2008-2009 Fr JV Var (9 schools)

Volleyball 114 12 12 12 324 Basketball 227 15 15 15 405 Track 297 25 25 25 675 Cross Country 104 15 15 20 450

Sub-Totals 742 1,854

Totals 2,200 4,374

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• The previous table demonstrates that by vertically building the Level One Sports, the

APS could use them to increase participation by 2,174 participants (4,374 projected total less 2,200 current total) over a relatively short period of time. This would nearly double (.988) the number of students currently playing in these sports (2,174 additional student-athletes divided by 2,200 current total). Thus, in order to increase interest and participation as soon as possible, the APS should focus on grades 7-10, making this experience the best that it can be with championships, all-star teams, all-tournament teams, coaches of the year and school sports program of the year awards. If it is important to the schools, it will be important to the students. If participation and interest are high at the freshman and junior varsity levels, the varsity program will benefit and take care of itself.

(2) Level Two Sports

• Level Two Sports would consist of those varsity sports teams that could also play in GHSA regional competition, but only if their participants have sufficient varsity level skills. If not, the schools with these sports would participate in a local APS league and have the opportunity to play for a city championship.

o The list of these sports could also include Level One Sports. o Level Two Sports would be provided for those student-athletes with the skills

to play on the varsity level. However, Level Two Sports would likely not be offered at the middle schools, and they would not be built vertically like Level One Sports.

o At the present, a varsity sport for girls at the high school could not be dropped because of the protection of Title IX unless there were not enough participants to field the team.

o If there is sufficient interest in a female sport with enough participants to support a junior varsity team, and there is available competition at the junior varsity level, a junior varsity team should be sponsored.

o These sports may require students or parents to assume some or all of the costs of participation.

• This innovative sports program would be phased in over a four year period. This

would provide sufficient time to prepare for new sports and to locate external funding sources.

• According to the following table, this program upgrade would require an additional

42 coaching stipends phased in during the first three years. Without having to transport middle school football teams, travel would be reduced with only nine high school freshman football teams. Middle school volleyball travel should be much less than the current softball and soccer teams. However, high school volleyball travel and freshman basketball travel would both be additional travel expenses.

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• The following table illustrates the year and the sport, as well as the effect that these changes would have on coaches stipends and travel.

Table 2 (Sports Timetable)

Yr Sport Effect (Stipends and Travel)

1

• Add high school freshman football • Discontinue middle school football • Add middle school volleyball • Discontinue high school softball • Discontinue high school girls soccer

• Add net 4 football stipends (36 ninth grade coaches less 32 middle school)

• Gain net 16 female stipends (16 volleyball coaches less 32 softball and soccer coaches)

Net 12 less stipends / Travel reduced

2

• Add freshman volleyball • Add freshman track and field • Add freshman cross country

• Add net 9 volleyball stipends • Add net 9 track and field stipends • Add net 9 cross country stipends Net 27 more stipends / Travel w/Varsity

3

• Add junior varsity volleyball • Add freshman basketball for boys and girls • Add junior varsity track and field • Add junior varsity cross country

• Add net 9 volleyball stipends • Add net 18 basketball stipends • Varsity track and field coaches w/JV • Varsity cross country coaches w/JV Net 27 more stipends / Travel w/Varsity

4 • Add 7th Gr basketball (boys & girls) • Add 7th Gr volleyball

• Add net 64 stipends Net 64 stipends / Add travel

• According to the above table, the addition of seventh grade boys and girls basketball and girls volleyball during the fourth year would cost 64 coaching stipends and would double middle school basketball travel. Prior to the fourth year, there is time to conduct a cost analysis and determine the effectiveness of these additional expenses.

(E) It is suggested that Director of Health, Physical Education and Athletics and the Coordinator

of High School Sports meet with the track and field coaches to determine how best to advance track and field as one of its premier sports. The following should be considered in these meetings:

• How to better outfit the tracks at the high schools • Whether high schools should host their own meets

• How track athletes can become involved with summer track programs to increase

their abilities

• How the APS can organize travel for multiple schools on the same bus to attend attractive invitational meets outside of Atlanta

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• How outdoor track equipment can best be stored (hurdles, jumping pits, etc.)

• How APS can host more invitational meets

(F) Local interest in competitive cheerleading is growing. It is recommended that the APS

collaborate with the Atlanta City Recreation Department to study this growing interest and if justifiable, develop a suitable plan to introduce competitive cheerleading into the schools. Most APS girls have not yet been exposed to the level of gymnastics needed to compete successfully. It may be possible for the APS and the city recreation department to begin providing gymnastic training in order to initiate this popular program in the future.

(G) It is recommended that the middle school and high school coordinators work with the school

athletic directors and head coaches in each sport to meet periodically and develop plans for enhancement of the each sport. These plans would provide system wide coordination and planning and would be reviewed, approved and monitored by the Council of Principals.

(H) Each school should determine the need for an activity bus to transport student-athletes after practice each afternoon. Currently, many students do not have a way to get home after practice. A bus that leaves at approximately 6:30 p.m. would help. Activity buses have been shown to be a positive factor in increasing participation at schools that utilize them. Such an initiative could significantly increase participation for APS.

(I) A closer working relationship should be encouraged and developed between the physical

education instructional classes and athletic programs. At the middle school, the physical education program could introduce students to various sports. For example, during the fall volleyball and “passing league” football could be offered. To increase interest, a sixth grade “play day” could be held with volleyball competition between schools. At the same time, an all-star team could be selected from a school’s intramural football passing league on a similar play day, a city tournament and championship could be held.

Additionally, it is suggested that the middle school physical education curriculum include a sufficient number of classes on track and field events to teach skills and proper techniques to sixth, seventh and eighth graders. Internal school meets could enhance the instruction and further identify the gifted students who are the best in track and field events. At the end of the class instruction and a local school meet, these students could be invited to enter city middle school track championships. It would be their only interscholastic meet, and they would not have organized practices after school. All coaches on the staff would be asked to assist with the city meet. The meet could be part play day and part city championship. A sponsor could be identified to provide refreshments and food for the participants, t-shirts for all participants, and special awards for the winners. Sixth graders would have some of their own races. The purpose of such classes and this event would be to expose all students to track and field and to give them a positive experience with anticipation that it would increase their interest in sports and participation in high school track and field. The present track program at the middle school is only four weeks long and often conflicts with testing.

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Furthermore, there is some conjecture that all middle school sports teams would be best served as part of an intramural program within each school, with a system wide end-of-the-season all-star team selected to represent the school in the city championships. This would increase the number of participants. A late bus could be used to transport the students home. Intramurals could be conducted after school in accordance with GDOE rules and would not be scheduled every afternoon or evening for every student. At the high school an emphasis on strength, conditioning, aerobics and fitness in the physical education program would not only enhance the athletics program, but it would further develop an emphasis on physical fitness and overall well-being. Students should be encouraged to sign up for elective activity classes, and a district wide strategy to address the growing problem with obesity among young people should be crafted. Diet and physical activity should be emphasized.

Strategic Issue #7 (Strength and Conditioning) APS high schools are at a competitive disadvantage in developing the strength and conditioning of student-athletes.

Facilities and coaching expertise in this area are limited. This places APS athletes at a distinct disadvantage when playing against bigger, stronger and faster athletes representing schools outside the APS. Most other schools now have well advanced strength and conditioning programs. This issue also places APS student-athletes at a disadvantage when being compared against other athletes in the area for college scholarships.

When visitors enter an APS high school, they generally find the front office clean, well kept and impressive. As one walks within the halls of the school, there are messages of encouragement and motivation. Walking past the cafeteria, one observes that it is open and airy, cleaned after every meal, and void of any type of clutter. Likewise, the media center is found to be immaculate. The school gymnasium may not have been professionally cleaned since the previous week, but it is still attractive. However, when one visits the athletic locker rooms, they are found to be severely damaged and without sufficient or proper sized lockers for some teams. If such an indoor visit to a school concludes in the weight room, it is found to be utterly dismal. The weight training and conditioning rooms have been equipped by donations from outside boosters or by coaches who paid for the equipment themselves from their own personal money. The rooms vary in size and equipment. Some do not have enough equipment to be effective in even a small way. Others have equipment, but it is not enough to facilitate more than a dozen or so players at a time. This is a critical issue because strength and conditioning methods and facilities have improved exponentially over the past few years. Student-athletes who do not have access to these methods or facilities find themselves far behind others who do. When considering its importance to a sports program, the quality of the weight training and conditioning room is valued right after an effective head coach.

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Recommended Action Items (A) It is recommended that immediate consideration be made to revise the physical education

curriculum in the high schools to include fitness, conditioning, and aerobic courses. With the new health and physical education standards being “rolled out and unpacked” this summer, this is an opportune time to revamp the current physical education curriculum. These courses will not only be good for all students, but they will especially be beneficial for those involved in sports. It is suggested that advanced courses be developed for those who have advanced skills in any of the three areas (fitness, conditioning, and aerobics). The conditioning course could be taught in the weight and conditioning room. Care must be taken to improve the equipment, the décor, the cleanliness, and the smell of this room if it is to be attractive to all students, particularly females.

(B) It is recommended that the Director of HPE and Athletic, the Coordinator of High School

Sports and the high school athletic directors meet to develop an initial design for an adequately equipped weight room that would meet the needs of the sports teams and physical education classes. Once this is accomplished, a model of the room should be should be used to inspire fund raising efforts from all possible sources. This money would be used to build such a facility at each high school.

(C) It is also recommended that physical education teachers become certified in weight training

and conditioning, or become certified as personal trainers. The APS survey results reveal that only one head coach at the high school level and none at the middle school are certified in this area. This will not only improve the interest in the physical education program, but it will enhance the sports programs and the credentials of the teachers.

Strategic Issue #8

Indoor facilities need repair. Throughout the high schools and middle schools in the APS there are problems with

indoor facilities that could be easily fixed. Many of these facility problems have been waiting years and years to be repaired. These oversights are unacceptable and disrespectful to those who must use the facility.

Gymnasia - Most high schools have two gymnasia that are in fair condition. At least two

gymnasia are needed to facilitate physical education classes and multiple sport practices. The sizes and seating capacities vary from school to school, but overall the gymnasia were found to be adequate.

Locker Rooms - The traditional use of the locker rooms has changed. For the most part,

no longer do student-athletes shower after games and practices. Very few store their clothes in the lockers during practice anymore because theft is such an issue. Females often use classrooms, the toilet stalls in restrooms, private cars or other areas to dress. Some simply

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change shoes and practice in the clothes they wore to school that day. Because of the amount of equipment they wear, football players usually use locker rooms more than other teams. Many of the locker rooms in the APS are not suitable for storing football equipment.

Outdoor Storage and Restrooms - None of the outdoor field areas have storage for

equipment (track hurdles, jumping pits, football blocking dummies, baseball and softball field equipment, etc.). Most all of the outdoor fields are a considerable distance from the main gymnasium. Fans attending baseball, softball, tennis, soccer, or sub-varsity games have no restrooms available. Most teams lack a team room that can be used for large team meetings and video study.

Washers and Dryers - Commercial washers and dryers are important in the proper care of uniforms. The APS spends thousands of dollars annually on sports uniforms. It is important that each school have a properly functioning commercial washer and dryer. Recommended Action Items (A) Repair volleyball facilities at the high schools and add new courts. If volleyball is started in

the middle school, add at least two courts. (B) Communicate to school architects that Mays High School is the only high school with only

one gymnasium. It is in the process of remodeling and adding space to the high school. A second gymnasium is needed.

(C) Grady High School has a broken basketball rim that is detached from the backboard in their

old gymnasium. It has been down for three years, and simply needs to be re-installed. (D) Communicate to school architects that the spectator restrooms utilized for games at Therrell

High School gymnasium are located in an adjacent building. The restroom area is not supervised while games are being played. While remodeling is currently occurring at Therrell, this issue should be addressed.

(E) North Atlanta High School has a different facility need. Wrestling is sponsored in the same

season as boys and girls basketball. The wrestling team presently uses one half of the auxiliary gymnasium for practice, while a junior varsity basketball team is using the other half. Wrestling needs a more suitable place to practice. The present athletics director (who is also the wrestling head coach) has a preliminary plan to remove a wall from an adjacent storage area in the locker room and open the area for use as a wrestling practice area. Because it would improve conditions for both wrestling and basketball, it is recommended that this building modification be considered.

(F) Locker rooms should be upgraded and provided as follows:

• When remodeled, Carver High School retained the old school gymnasium. The locker rooms have lockers that are not functional for football because the lockers are

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half lockers, and players cannot fit equipment (helmets) into them. These lockers should be replaced with a minimum of ninety (90) full length lockers that are at least 18 inches wide in order to accommodate football equipment. These lockers must also be able to be secured.

• Douglass High School has a problem similar to that at Carver. The football team

needs to be moved into the old physical education locker room. Also needed are a minimum of ninety (90) full length lockers that are at least 18 inches wide to accommodate football equipment. The present lockers are half lockers 12 inches wide. The room that is used by other sports has full length 12-inch lockers that are good for every sport but football. The boys basketball coach would like to remove the center aisle of lockers that is not being used in order to give his team more meeting space. All lockers must be able to be secured.

• The lockers at Jackson High School are in terrible shape. They have been vandalized,

fixed with sheet metal, and vandalized again. They need to be replaced with a minimum of ninety (90) full length lockers that are at least 18 inches wide and are able to be secured.

• Washington High School also has half lockers that are only 12 inches wide in their

football locker room. They need to be replaced with a minimum of ninety (90) full length lockers that are at least 18 inches wide.

(G) South Atlanta High School has enough lockers for everyone. However, players cannot

access them without going outside the main gymnasium and across to the auxiliary gymnasium. If a wall was removed in the locker room area and a short hallway installed, the locker rooms would be much more accessible. There are over 600 lockers in the locker room, and with the exception of accessibility, the locker rooms are in excellent condition. This need should be communicated to the facilities department.

(H) Each middle school principal should review the storage of equipment at his or her school to

make certain that sports equipment and uniforms can be stored properly. Some middle schools have indoor storage rooms for equipment that have no shelves to keep the equipment and uniforms off the floor. Some of the floors become damp when it rains, thus staining or causing mildew to form on the items

(I) The APS should provide each high school and middle school with a commercial washer and

dryer to use for laundering sports uniforms. Because these uniforms are laundered by the coaches, the school athletics director should schedule training to make certain that all coaches are taught the proper use of the machines and how to care for uniforms.

Strategic Issue #9 (Risk Management) Additional risk-reduction actions need to be considered.

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The APS Department of Health, Physical Education and Athletics is to be commended for developing a draft for a policies and procedures manual (Athletics Standard Operations Procedures) that includes most areas of risk. Yet, there are some risk-reduction actions that need further consideration. Most of these relate to the prevention and care of sports injuries.

Improvements in sports injury prevention and care for APS students will ultimately mean

fewer injuries and greater performance. It will also improve the credibility of APS schools and increase the confidence of parents, many of whom are fearful of permanent injuries and thus do not allow their children to play competitive sports. Reducing the risks will mean greater participation, and greater participation will ultimately lead to more students benefiting from a school’s athletic program.

Negligence involving the prevention and care of sports injuries places all school systems at risk. This is especially true when systems fail to provide clearly written guidance, as well as adequate instruction and training for coaches and staff. Not providing first aid and rehabilitation services at a level that is normally and reasonably expected can also provide grounds for legal action. Lack of suitable insurance for high risk activities can anger parents when their own legal responsibilities are not clearly understood or explained in advance. Even though public employees in Georgia are protected to a large extent with sovereign immunity, if a serious sports injury is not addressed appropriately, it can quickly become a public relations nightmare.

At is commendable that the APS has a draft for a policies and procedures manual (Athletics Standard Operations Procedures) that includes most areas of risk. However, the large amount of information and the administrative manner in which it is written restrict its effectiveness with coaches who are expected to render immediate care for injured athletes.

APS survey results (February 2009) indicate that approximately 50% of middle school and 80% of high school head coaches were currently certified in standard first aid and CPR and trained to use a defibrillator. These findings are encouraging, but 100% should be the APS standard.

Unfortunately, there is no middle school head coach and only two high school head coaches certified by the National Athletic Trainers Association (NATA) in sports injury care. Furthermore, only 24% of the middle school and 37% of the high school head coaches are certified to teach health and/or physical education. This means that nearly all of the schools have few people (if any) knowledgeable of athletic training regularly available at practices and games.

Although APS maintains a supplemental insurance policy for injured athletes, it is somewhat restrictive and used only when parents themselves are unable to pay or when health care facilities fail to write off expenses for low income families. When asked, nearly all of the head coaches and parents interviewed did not know how medical bills are paid or even that there is an “emergency” insurance policy in place.

Less than one-fourth of all APS head coaches reported that their teams have access to athletic training (sports injury) services. Interestingly, another one-fourth did not know. According to follow-up interviews, support for sports injuries to students is almost nonexistent.

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Head coaches indicated that developing such a support program throughout APS should be a priority.

APS head coaches place scheduling student physicals among their top priorities. This is commendable, but it places an enormous burden on teachers with little time during the day to properly organize and prepare for such activities. They would like for this to be seasonally conducted at the system or school level. Recommended Action Items (A) It is recommended that APS publish a Handbook for APS Coaches that reduces the

information in the policies and procedures manual to only what a coach can be expected to do. The legal standard is to only put in writing those policies and procedures that can be taught to the coaches.

(B) The lack of qualifications among head coaches related to sports injuries exacerbates not

having certified athletic trainers. Therefore, it is recommended that schools begin recruiting interested and responsible adults to become athletic trainers. In fact, two trainers should be sought at every high school and middle school, one female and one male. One should be the Head Trainer and others should be Assistant Trainers. This allows shared coverage of games and practices. The following are suggestions -

• In the unique case of APS, it appears that the best way to find such trainers would be to look within the existing faculty and staff of a school (or nearby elementary school). In fact, there may be current coaches who would prefer becoming athletic trainers instead of actually coaching. There may also be coaches who would want to serve as athletic trainers when their sports are not in season. In the same way that principals and athletic directors actively recruit teachers to coach, athletic trainers could also be sought. Oftentimes, there are faculty members with backgrounds in athletics who want to be a part of the school sports program, but who do not feel qualified or have an interest in coaching at a competitive level.

• At the system level, competitive supplemental pay should be budgeted, and it should

be commensurate with the duties and after school time required of athletic trainers. Once prospects are identified, funds should also be provided for extensive training during the summers and throughout the year.

• NATA provides training and certification for prospective athletic trainers. This

training includes a number of hours under the supervision of a doctor and certified trainer. APS should seek the help of NATA in organizing and developing a new program to provide all student athletes with access to qualified athletic trainers.

• Student athletic trainers should be recruited to assist school adult athletic trainers.

Associated with the APS “schools within a school” structure, this could mean quality opportunities during high school for students interested in health careers to obtain on-

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the-job experience under the supervision of faculty athletic trainers. APs should seek the assistance of Cramer® in creating and developing student trainer programs.

(C) It is recommended that student athletic insurance be reviewed, and a risk analysis performed

to determine coverage that would not only pay for the serious and more costly sports injuries, but also could assist parents with the costs incurred with minor injuries and rehabilitation. The following can be helpful in this initiative -

• Most schools in Georgia have a plan to offer insurance coverage to individuals or schools for sports injuries, and it is often funded by parents and booster clubs conducting fundraising activities. Sometimes, the school system itself can seek legal ways to offer such coverage as a rider within its overall insurance plan.

• Many school systems also make agreements for local health care agencies to provide

additional support in return for first referrals of injured athletes. The enrollment size of APS can be a powerful tool in negotiating such agreements.

• Each high school and middle school should expand its medical and health services

team to include professionals associated with sports injury prevention and care. The school nurse and athletics director are the likely persons to coordinate these efforts. Such a team should also include the principal (or designee), local team physician(s), emergency medical service representatives, athletic trainer and others (including parents) associated with such care. The Georgia School Boards Association (GSBA) can also provide guidance and assistance in reducing risks. Proactively reducing risks by asking school medical teams to find and reduce potential hazards could make insurance coverage even more affordable.

• At the system level, efforts should be made to ask local medical universities and

hospitals to assist with this initiative. There are many opportunities to call upon health care professionals to serve in advisory and functional roles to support the improvement of sports injury care for APS students.

• Although it would be best to have an inclusive insurance policy for all student

athletes, part of the cost could be paid by parents, if necessary. If such a policy were supplemental in nature, the health insurance policy of the parent would pay first, and then the remainder would be paid by the school athletic insurance.

• In addition to improving APS insurance coverage, there may be allowances within

Medicaid to provide medical care for low income students suffering from accidents and injuries during the regular and extended school day. By assigning school nurses the overall supervision of the diagnosis, care and rehabilitation of injuries sustained by students playing sports, schools may be eligible for Medicaid reimbursement. The General Assembly has recently reduced the funding for school nurses, and further study may reveal increased Medicare reimbursements as a way to help support their salaries.

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(D) Require that coaches who teach potentially dangerous activities (e.g., tackling in football, taking a block in basketball, sliding in baseball and softball, etc.) file their practice plans to document that they have taught the skill properly. If needed, video the actual teaching of the skill.

(E) Make sure that all football coaches verify that football helmets have been fitted properly. (F) Require that all coaches have an emergency first aid kit available at practice and at games. (G) Require that all coaches have written permission from the parents of the student-athletes

giving their permission to provide emergency care whenever they leave campus for an away game or other off campus activities.

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Part VI

ACTION PLAN

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ACTION PLAN

Action Item #1 - Governance and Leadership

Reference Page Action Item Deadline

1-A 56

Accept the proposed plan which shifts the management of several operational tasks for athletics from district level to school level, provides stronger site based management, creates a council of principals to monitor and control programming, and provides the opportunity for district level administrators to be more involved in strategic planning and fund raising.

9/1/2010

1-B 56 Develop competency models to include job descriptions, interviews and evaluation criteria for all proposed new positions. 1/1/2010

1-C 57 Restructure the position of high school athletics director and shift athletics operations management to the school level. 1/1/2010

1-D 57 Middle school principals should adjust work load to meet school needs in the site based management. 1/2/2010

1-E 57 Establish a Council of High School Principals and a Council of Middle School Principals to act in an advisory capacity for high school and middle school sports respectively.

6/1/2010

1-F 57 Restructure the positions of Coordinator of High School Sports and Coordinator of Middle School Sports. 1/1/2010

1-G 57 Restructure the position of Director of Health, Physical Education and Athletics. 1/1/2010

1-H 57 Develop a “balanced scorecard” for interscholastic athletics. 1/1/2010

1-I 57 Evaluate all current personnel in light of new position descriptions. 1/2/2010

1-J 57 Hire for all new positions as necessary. 4/1/2010

1-K 58 Develop a program to track student in athletic participation and academic progress (Infinite Campus). 1/1/2010

1-L 58 Develop a formula for determining the fixed costs of sponsoring each sport at the middle school and high school. 1/1/2010

1-M 58 Transfer athletics security responsibility from athletics to security for FY 2011. 2/2/2010

1-N 58 Review transportation budget for athletics to assure that it covers all anticipated travel for FY2011. 2/2/2010

1-O 58

Relocate the District staff housed at the Lakewood facility to locations that give them better access to the central administration and the administration of high schools and middle schools. Maintain the Lakewood facility in athletics for use during event management, coaches in-service training and entertaining.

6/30/2010

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Action Item #2 - Coaches

Reference Page Action Item Deadline

2-A 59 All middle school and high school physical education teachers should also be coaches. 7/1/2012

2-B 60 Implement an orientation and mentoring program for new coaches. 8/1/20112-C 60 Implement an improved program of in-service training for coaches. 4/1/20112-D 60 Require annual evaluations on all coaches and assistant coaches. 7/1/2010

2-E 60

Conduct a study of coaches supplements to: determine if they are competitive in the present market, determine how they should be provided (at the end of the season or all during the year) and the degree to which they can be used as incentives and/or rewards.

1/1/2011

2-F 60 Implement a plan to recruit retired coaches to return on a part-time basis, particularly at the middle school level. 1/1/2011

2-G 60 Develop a plan to identify and hire quality “lay” coaches. 1/1/2011 Action Item #3 - Revenue Enhancement

Reference Page Action Item Deadline3-A 61 Help high school and middle school booster clubs. ASAP 3-B 61 Establish a foundation for interscholastic athletics. 1/1/2010

3-C 61 Implement a plan for soliciting major sports sponsorships and naming rights. 1/1/2010

3-D 62 Expand relationships with professional teams in Atlanta. 1/1/20103-E 62 Increase the number of paid events held in athletic facilities. 1/1/20103-F 62 Provide incentives for increase attendance and game revenue. 1/1/20103-G 62 Lease athletic facilities. 1/1/20103-H 62 Prepare and implement a plan to take advantage of “spirit packs.” 7/1/2011

Action Item #4 - Monitoring Operational Expenses

Reference Page Action Item Deadline4-A 63 Review security assignments at athletic events, especially football. 8/1/2009

4-B 63 All event management expenses should be reviewed and revised in accordance with the newly proposed governance model. 8/1/2010

4-C 63 Conduct audits on event management, concessions, and purchasing in athletics. 4/1/2010

4-D 63 Establish a student marketing and host group to provide public service hours for athletics. 7/1/2011

4-E 63

Coaches should not be paid their supplements until they have had all of their team’s equipment and uniforms checked in to inventory system and have been released of responsibilities by the athletics director.

7/1/2010

4-F 63 Principals Councils will monitor operational expenses. 7/1/2010

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Action Item #5 - Outdoor Facilities

Reference Page Action Item Deadline

5-A 64

Hire a professional sports venue architect to provide advice on determining the future of Lakewood Stadium including “feasibility” of expanding the Stadium to a capacity that would permit the APS to host football playoff games.

ASAP

5-B 64 Interrelated with the Lakewood study, consider the needs of all outdoor sports facilities and prioritize their upgrades in relation to their value to the sports program.

ASAP

5-C 45 Evaluate high school running tracks and determine which need to be resurfaced, especially Therrell, Washington, and Jackson High Schools.

1/1/2010

5-D 65 Utilize the softball field plan suggested for North Atlanta, Douglass and Jackson High Schools. 7/1/2012

5-E 66 Install artificial turf on the practice area at Grady High School for outdoor sports when the stadium is in use. ASAP

Action Item #6 - Sports Programming

Reference Page Action Item Deadline

6-A 68

Schedule regular meetings with Atlanta City Recreation Department officials and representative of other amateur sport organizations who serve school age students to help coordinate programs for the benefit of those the programs serve.

7/1/2010

6-B 68 Determine if the football program should be modified to add freshman football and discontinue middle school football. 1/1/2011

6-C 69 Determine whether or not girl’s volleyball should be added at the middle school level and discontinued girl’s middle school softball and soccer

1/1/2011

6-D 70 It is recommended that the following plan be implemented over a five year period, subject to appropriate approvals 7/1/2011

6-E 72 Develop a plan to make track one of the system’s premier sports 4/1/2011

6-F 73 Work with the city recreation department to develop competitive cheerleading. 7/1/2011

6-G 73

The Coordinators of High School Sports and the Coordinators of Middle School Sports meet collectively with each group of sport coaches on a regular basis to develop and monitor a plan to enhance each sport.

5/1/2011

6-H 73 Each school should determine the need for an activity bus to transport student-athletes home after practice 6/30/2011

6-I 73 There should be a close working relationship between athletics and physical education instructional programs. ASAP

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Action Item #7 - Strength and Conditioning

Reference Page Action Item Deadline

7-A 75 It is recommended that immediate consideration be made to revise the physical education curriculum in the high schools to include fitness, conditioning, and aerobic courses.

7/1/2010

7-B 75

It is recommended that the Director of HPE and Athletics, the Coordinator of High School Sports and the high school athletic directors collectively raise funds from all possible sources to fund a state of the art weight room on each high school campus.

7/1/2011

7-C 75 It is also recommended that physical education teachers become certified in weight training and conditioning, or become certified as personal trainers.

7/1/2012

Action Item #8 - Indoor Facilities

Reference Page Action Item Deadline

8-A 76 Repair volleyball facilities at high schools and add new courts. If volleyball is started in the middle school, add at least two courts. ASAP

8-B 76

Communicate to school architects that Mays High School is the only high school with only one gymnasium. It is in the process of remodeling and adding space to the high school. A second gymnasium is needed.

8/1/2009

8-C 76 Grady High School has a broken basketball rim that is detached from the backboard in their old gymnasium. It has been down for three years, and simply needs to be re-installed.

8/1/2009

8-D 76 Communicate to school architects the need for an accessible restroom facility at the Therrell High School gymnasium. 8/1/2009

8-E 76 North Atlanta High School needs a place for the wrestling team to practice and the present athletic director has a plan. 7/1/2010

8-F 76 The locker in the football locker rooms at Carver, Jackson, Douglass, and Washington need to be replaced with lockers that are big enough to hold football equipment.

7/1/2010

8-G 77 At South Atlanta High School, if a wall were removed in the locker room area and a short hallway installed, the locker rooms would be much more accessible.

7/1/2010

8-H 77 Each middle school principal should review the storage of physical education and sports equipment to assure that the storage area is suitable.

8/1/2009

8-I 77 The APS should assure that each high school and middle school is equipped with an acceptable washer and dryer to launder athletic uniforms.

7/1/2011

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Action Item #9 - Risk Management

Reference Page Action Item Deadline

9-A 79 It is recommended that APS publish a Handbook for APS Coaches that reduces the information in the policies and procedures manual to only what a coach can be expected to do.

8/1/2009

9-B 79

The lack of qualifications among head coaches related to sports injuries exacerbates not having certified athletic trainers. Therefore, it is recommended that schools begin recruiting interested and responsible adults to become athletic trainers.

4/1/2010

9-C 80 Review student athletic insurance policies and perform a risk analysis to provide coverage that would pay for more than only the serious and more costly sports injuries.

7/1/2010

9-D 81

Require that coaches who teach potentially dangerous activities (e.g., tackling in football, taking a block in basketball, sliding in baseball and softball, etc.) file their practice plans to document that they have taught the skill properly.

8/1/2010

9-E 81 Make sure that all football coaches verify that football helmets have been fitted properly. 8/1/2009

9-F 81 Require that all coaches have an emergency first aid kit available at practice and at games. 8/1/2009

9-G 81 Require that all coaches have written permission from the parents of the student-athletes giving their permission to provide emergency care.

8/1/2009

Note: See Appendix A (pages 88-111) for the Action Plan Comprehensive Model.

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Appendix A

ACTION PLAN COMPREHENSIVE MODEL

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ACTION PLAN COMPREHENSIVE MODEL

STRATEGIC ISSUE GOVERNANCE AND LEADERSHIP The governance and authority for interscholastic athletics at the school and district levels are unclear and confusing, thus causing a lack of strategic direction. Action Item 1-A Accept the proposed plan which shifts the management of several operational tasks of athletics from district level to school level, provides stronger site based management, creates a council of principals to monitor and control programming and provides the opportunity for district level administrators to be more involved in strategic planning and fund raising Intended results Improved management of interscholastic athletics Individual responsible Superintendent and Board Deadline TBA Action Item 1-B To develop competency models to include an organizational chart, job descriptions, interviews, and evaluation criteria for:

• APS System Director of HPE and Athletics • Coordinator of High School Athletics • Coordinator of Middle School Physical Education and Athletics • High School Directors of HPE and Athletics • Middle School Directors of Athletics • Head Coaches • Assistant Coaches • Support Staff positions for 1-3

Intended results: To clarify the organizational chart, responsibilities and authorities for HPE and Athletics by position. To aid in the selection, training, and evaluation of each. Individual responsible TBA Timetable January 1, 2010

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Action Item 1-C Restructure the position of High School Athletics Director to align more closely with the duties similar to those of an assistant principal. Whenever possible, this person would also supervise the health and physical education program and evaluate its teachers. Such a certified administrator would report directly to the Principal. In “schools within schools” he or she would meet with all four principals. Shift responsibilities from district to school level. To include: transportation, eligibility (with district oversight), maintenance, purchasing, program supervision, and game management supervision. Intended results To upgrade the position of athletics director to facilitate site based management of athletics and proper oversight of health and physical education. Individual responsible TBA Deadline 1/1/2010 Action Item 1-D Middle School Principals should adjust the responsibilities of the new work load upon the needs of their own school Intended results To recognize the additional work load at the school level and to make appropriate adjustments in job descriptions. Individual responsible Middle School Principals Timetable July 1, 2010 Action Item 1-E Establish a council of high school principals (or assistant principals/athletics directors as their proxy) and a council of middle school principals to become an advisory and/or governing body to the APS for high school and middle school interscholastic athletics respectively. Intended results To formalize and broaden the base of leadership for the high school athletics program. This council would be an advisory to the system on all matters related to high school and middle school athletics Individual responsible TBA Timetable July 1, 2010

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Action Item 1-F Restructure the positions of the coordinator of high school sports and coordinator of middle school sports to include but not be limited to: Serving as executive secretary of the principals council, supervising stadium operations at Lakewood and Grady, building coaches’ morale and scheduling in-service training, assisting schools in developing booster clubs and raising funds, promoting and increasing revenue from APS events, assisting schools to increase sports participation (particularly female participation), coordinating and managing all APS championships, and assisting coaches and school athletic directors in scheduling Intended results To provide administrative support to the Council of Principals (high school or middle school), provide oversight of the sports programs and assist in enhancing the student-athlete experience, raising funds and overall promotion of the program Individual responsible Director of Health, Physical Education and Athletics Deadline 1/1/2010 Action Item 1-G Restructure the position of Director of Health, Physical Education and Athletics at the District level leadership and responsibilities to include but not be limited to: Leadership, program oversight, strategic planning, representing APS athletics in the Atlanta sports community, marketing and promoting APS athletics, and providing leadership for all fund raising activities. Intended results Enhance the leadership of Health Physical Education and Athletics Individual responsible TBA Deadline 1/1/2010 Action Item 1-H To develop a “balanced scorecard” for use in monitoring interscholastic athletics program goals and expected outcomes with particular attention given to increasing participation, reducing waste, and increasing external financial support. Intended results To clarify the goals and expected outcomes of the interscholastic athletics program and place them in a monitoring scheme that will communicate the degree to which the goals and expected outcomes are being met. Individual responsible TBA Timetable January 1, 2010

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Action Item 1-I Evaluate all current personnel in light of the shifting of duties and the new job descriptions Intended results To best utilize present personnel Individual responsible TBA Deadline 2/1/2010 Action Item 1-J Hire where needed for all new positions Intended results Improved management of athletics Individual responsible TBA Deadline 4/1/2010 Action Item 1- K Develop a program to track student athletes through the system with the Infinite Campus software. Tracking should produce those who are on the squad list and their eligibility status, their participation record, and their academic progress. Intended results To provide data to evaluate the relationship between participation and academic progress Individual responsible TBA Deadline 1/1/2010 Action Item 1-L A comprehensive study should be commissioned to identify the fixed costs of running each sports program in the APS. The purpose of this study should be to identify that level of operational funding needed to run the interscholastic athletics program so that the system does not try to sponsor a sport it cannot initially fund or sustain. This information would be invaluable when making decisions on adding or dropping a sport. (Only the fixed costs would be studied, to include necessary coaching, equipment, facility, travel, insurance, and the like.) Intended results To assist in the budgeting process. As a starting point for budgeting, the results should determine the basic amount needed to run each individual sports program. It will provide guidance and reduce the mistake of seriously under funding or over funding the program. It will also be important when making decisions to add or delete sports. Individual responsible Chief Financial Officer Deadline 1/1/2010

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Action Item 1-M Shift the responsibilities for security for athletics activities to the APS School and Event Security Director. This action would utilize the expertise and experience of security professionals instead of expecting an athletics administrator not formally trained in security or law enforcement to plan and provide for the safety and security of students and fans. It would also likely save money by more efficiently distributing resources. Intended results To place security at athletics events in the hands of APS trained security administrators. To increase efficiency, reduce expenses, and improve services Individual responsible Director of Security Timetable August 1, 2009 Action Item 1-N Review the transportation budget for athletics to assure that it is sufficiently funded to pay for all planned bus trips to scheduled games, meets, and matches. Currently, the district athletic department runs out of money before mid-year. The Lawson system then throws out their requests. The Department must bypass the system in order to secure transportation. This is time consuming and tends to avoid system controls and accounting Intended results To clarify the funding needs for athletics travel to assure that all requests can be placed into the Lawson system. Individual responsible Director of Transportation and Director of Health, Physical Education and Athletics Timetable January 1, 2010 Action Item 1-O Relocate the Director in the central office, the Coordinator of High School Athletics and the Coordinator of Middle School Athletics to a location that provides direct and daily access to the respective high school and middle school leadership. (Office of High Schools, Office of Middle School Transformation or the like) Intended results To place the director in the central office and the coordinators of high school and middle school athletics in close proximity with the leadership of the high schools and middle schools. To better coordinate the interscholastic athletics programs with the academic programs and academic leadership. To enhance communications between interscholastic athletics and other offices and agencies within the system. Maintain the Lakewood and Grady office facilities for use during event management, coaches in-service training, and entertaining. Individual responsible TBA Timetable July 1, 2010

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COACHES The greatest strength of the APS interscholastic athletic programs is its people (coaches and student-athletes, as well as parents, teachers, staff, and administration). Coaches were identified as having the most influence on program success, similar to that of teachers in the classrooms. Action Item 2-A All middle and high school physical education teachers should coach at least one sport, preferably at the same school in which they teach. Physical education teachers foster a closer relationship between physical education and athletics. Physical education teachers should be held responsible for the physical fitness of all students, athletes and non-athletes. Intended results To increase the number of coaches that are full time faculty members at the school in which they teach. Faculty in other disciplines have the pressure of testing, the duty to attend faculty meetings, and do not have a close relationship with physical education. Individual responsible TBA Timetable July 1, 2012 Action Item 2-B Develop a formal orientation program for all new coaches and assign them a mentor. Intended results Often new coaches are hired and not trained in the policies and procedures of the APS. This is to assure that there is training for new coaches and that each new coach is assigned an older more experienced coach as a mentor. Individual responsible Director Health Physical Education and Athletics in cooperation with the Coordinators of High School and Middle School Sports. Timetable July 1, 2010 Action Item 2-C Develop and implement an extensive in-service training program for coaches. Training in APS policies and procedures, rules education, game strategy, and skill instruction are needed for all high school and middle school coaches. Such training sessions should be held at least quarterly. They should be informative, fun, and provide communication and networking opportunities. High school and middle school coaches should have opportunities to learn and work together. Local coaches at the collegiate and professional ranks, as well as outstanding retired coaches, would likely donate their time to instruct APS coaches

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Intended results Education and training are keys to program success. Athletics administrators cannot do enough to prepare coaches to meet the constant array of problems they confront on a daily basis. These programs should be informative but also social in nature. Middle school and high school coaches need to have time to get acquainted and to learn to work together for the benefit of the student-athlete. The programs should build in entertaining ideas and activities. Individual responsible Director of Health, Physical Education and Athletics along with the Coordinators of High School and Middle School Athletics. Timetable July 1, 2011 Action Item 2-D Annual written evaluations based on the newly developed competency models are essential to a coach’s education and training. These evaluations for head coaches should be administered by the school athletics directors and should include definitive goals in such areas as student participation, fund raising, and program success. Stipend incentives should be considered for success in these areas. Head coaches should provide similar written evaluations for their assistants. Intended results Feedback is needed at all levels. Attention to annual evaluations will improve the coaching and management of teams and improve communications between the athletics directors and the coaches. Individual responsible High School and Middle School Athletic Directors Timetable July 1, 2010 Action Item 2-E Conduct periodic reviews of coaches stipends. System stipends have not changed in several years. It is incumbent on the system to study the effectiveness of coaches stipends in the hiring and retention of coaches, in motivating coaches through bonuses, determining when stipends are to be paid, and in implementing a process that will keep the stipends current. Intended results Coaching stipends are an important issue in the hiring and retention of coaches. This study should allow the APS to be more competitive with their stipends, determine the degree to which stipends can or should be used as incentives to meet goals, determine when they should be paid, and determine a way to keep them current. Individual responsible Director of Health, Physical Education, and Athletics Timetable July 1, 2011

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Action Item 2-F Develop and implement a plan to recruit retired coaches who may wish to return to coaching on a part-time basis, especially in the middle schools. Intended results There are never enough experienced coaches. Retired coaches are a great resource and the system must be active in finding and recruiting them. Retired coaches also act as head coaches Individual responsible Director of HPE and Athletics, Coordinators of High Schools and Middle Schools and high school and middle school athletic directors Timetable July 1, 2011 Action Item 2-G Develop and implement a plan to find quality individuals who may be interested in becoming GHSA certified community (lay) coaches. Intended results Quality coaches are always in demand. They system needs more quality coaches and this process should help. Individual responsible Director of HPE and Athletics, Coordinators of High Schools and Middle Schools and high school and middle school athletic directors Timetable July 1, 2011 REVENUE ENHANCEMENT The major weakness of the APS interscholastic athletic program is the lack of funding especially for equipment and uniforms Action Item 3-A Remove barriers (actual or perceived) that affect the development of booster clubs at each high school and middle school. Work effectively with those who wish to support their particular school. The APS can help local school booster clubs by providing priority seating, parking and pre-game entertainment area for boosters at Lakewood and Grady Stadiums Intended results Improve high school and middle school booster clubs Individual responsible Director of HPE and Athletics Timetable ASAP

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Action Item 3-B The APS should seek to establish a foundation for interscholastic athletics that will facilitate the solicitation of major gifts to the APS. Intended results Provide a legal entity to be used to support student-athletes in the APS through the solicitation of gifts. To assure that gifts are processed properly and that donors services are acknowledged. Individual responsible Director of Health Physical Education and Athletics Timetable January 1, 2011 Action Item 3-C Implement a plan to seek revenue from naming rights and sponsorships. Intended results To increase revenue to the athletics department Individual responsible Director of HPE and Athletics Timetable January 1, 2011 Action Item 3-D Expand relationships with professional teams in Atlanta for mutual benefits. Intended results An expanded relationship could improve the chance of generating direct support from the professional sport organizations, their players or their personnel. Individual responsible Director of HPE and Athletics Timetable January 1, 2011 Action Item 3-E Increase the number of paid events held in Grady Stadium, Lakewood Stadium and other venues. Obvious such events include championship events in sub-varsity competition, three-on-three basketball tournaments, invitational tournaments, and additionally publicized city championships (i.e., volleyball, softball, soccer, baseball). Intended results The use of the facilities are to make a profit that can be used to support athletics Individual responsible Director of HPE and Athletics Timetable July 1, 2011

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Action Item 3-F Provide incentives for individual schools to generate more income from gate receipts. Under certain circumstances, these could include allowing individual schools to keep gate receipts. One idea is to permit the schools to keep all gate revenue that is not generated from Lakewood or Grady stadiums. Another is to permit them to keep all that they raise above a predetermined amount. A third would be to permit them to keep any revenue from special events hosted by the school. Intended results Motivate high schools and middle schools to increase attendance and game revenue Individual responsible Director of HPE and Athletics Timetable July 1, 2011 Action Item 3-G Lease its athletic fields or facilities for a fee to outside entities. Intended results To increase revenue from leasing facilities Individual responsible Director HPE and Athletics Timetable July 1, 2011 Action Item 3-H Implement a plan for providing “spirit packs” that include dry goods (clothing) that students would keep after the season (shirts, shorts, shoes, jerseys, sweats or warm ups, and in some cases pre-game meals). It is suggested that the use of central purchasing for such items would reduce the costs, that sponsors be solicited to put their logos or names on the dry goods, and shoe contracts be solicited to obtain free or reduced price shoes. Intended results To provide a service to the student-athletes on some teams and to pay for these items on others. Individual responsible Director HPE and Athletics with the help of high school and middle school athletic directors Timetable July 12, 2011

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MONITORING OPERATIONAL EXPENSES Operational expenses for athletics should be systematically monitored to assure that they are appropriate in today’s market. Action Item 4-A Review all security assignments at football. It is understood that 22 law enforcement officers are required at all football games regardless of the expected size of the crowd. It has been reported that there have been games where there were more officers at the game than fans. Reviewing security assignments could significantly reduce expense. Intended results Reduce expenses by reducing security at games with small crowds Individual responsible Director of Security and Director of HPE and Athletics Deadline August 1, 2009 Action Item 4-B All game management expenses should be carefully reviewed and revised in accordance with the newly proposed governance model. Intended results Assure that all game management expenses are appropriate Individual responsible Director of HPE and Athletics Deadline 8/1/2010 Action Item 4-C Conduct an audit on all game management, concessions and purchasing functions in the district athletics department associated with the department’s self-generated revenue budget and the associated expenses. Intended results Transparency in finance. The expense and revenue budget of athletics has been very difficult to understand. This budget must be reviewed carefully to determine how the operation accounted for items, and how or if these items need to transferred to the schools when the governance model is complete. Individual responsible Chief Financial Officer Deadline 4/1/2010

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Action Item 4-D It is suggested that on each campus a student support group be organized to act as hosts and provide “public service” hours for hosting events on campus or at APS stadiums. In some instances, these students may perform tasks for which the system has incurred as an expense in the past. Students could also be used to support athletics by assisting with school athletic websites, hosting pep rallies, and marketing directly to students. Intended results Improved game management, marketing to students, and campus relations Individual responsible High School Athletics Directors Deadline July 1, 2011 Action Item 4-E Coaches should not be paid their supplements until they have had all of their team’s equipment and uniforms checked into the inventory system by the school athletics director in order to reduce the numerous losses of equipment and uniforms. Intended results To assure that equipment and uniforms are cared and accounted for properly Individual responsible High School and Middle School Athletics Director Deadline July 1, 2010 Action Item 4-F The Principals Athletic Councils should provide oversight on all governance, funding, and operational matters in interscholastic athletics. These two councils (one for middle schools and another for high schools) would also be the review authority for adding/dropping sports. Intended results Budget transparency and control. Program sport sponsorship control. Individual responsible Director of Health, Physical Education and Athletics Deadline 7/1/2010

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OUTDOOR FACILITIES Outdoor sport facilities are insufficient and often poorly maintained Action Item 5-A Hire a professional sport venue architect to provide advice in determining the future of Lakewood Stadium including the “feasibility” of expanding the Stadium to a capacity that would permit the APS to host GHSA football playoff games. Intended results The design of Lakewood Stadium is unusual. Atlanta has some of the best sports venue architects in the world. Their expertise could well save the system a lot of money in determining the most feasible way to expand the stadium. Individual responsible Facilities Deadline ASAP Action Item 5-B Interrelated to the Lakewood “feasibility” study, all outdoor sport facilities need to be reviewed and those needing upgrading need to be prioritized in relation to the importance of the stadium expansion. Intended results To determine whether it is more important to have excellent practice areas, and excellent game venues for all sub-varsity level sports and most varsity level sports on the high school campuses or have a stadium large enough to host a GHSA playoff game Individual responsible Facilities Deadline ASAP Action Item 5-B All high school running tracks should be evaluated as to their current condition. Those needing resurfacing should be resurfaced, especially those at Therrell, Washington and Jackson High Schools. Intended results Make needed repairs to selected school outdoor running tracks Individual responsible Facilities Deadline January 1, 2010

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Action Item 5-C North Atlanta, Douglass, and Jackson High Schools do not have softball fields. The status of softball as a varsity sport will be in question in the future. Each school’s program will survive based upon the interest in that area of the city. It is very probable that North Atlanta and Douglass will maintain teams. Jackson may not. Placing a softball field in the outfield of the on campus baseball field is a possibility. This can be done by using the outfield fence as a security fence for the softball field. The dugouts are built just outside this fence and off the baseball playing field. The infield of the softball field could be skinned (grass removed), which means that a section of the baseball outfield will have no grass. A portable outfield fence could be installed for the softball field, thus keeping softball players off the infield part of the baseball diamond. Lighting and scoreboards may need to be adjusted. The backstop for softball would become part of the outfield fence for baseball. Using such procedures, softball fields can be placed on the baseball fields at North Atlanta, Douglass, and Jackson High Schools. At each field there should be enough room for fans behind the fence. Accommodations for fans similar to those provided for baseball will be needed. The accommodations do not need to seat as many as baseball, but they do need to be of equal quality. Intended results To build a softball field on campus for those schools that will be playing softball and yet do not have an on campus facility. Individual responsible Director of HPE and Athletics Deadline July 1, 2012 Action Item 5-D Grady High School has no place to practice when the stadium is being used. It is recommended that the practice field next to the gymnasium be covered with artificial turf to facilitate its multi-use for football, soccer, softball, baseball and lacrosse practice. Intended results Improved practice conditions for all of Grady’s outdoor sports Individual responsible Facilities Deadline July 1, 2010

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SPORTS PROGRAMMING The system does not have a plan for sports programming. Action Item 6-A Schedule regular meetings with Atlanta City Recreation Department officials and representative of other amateur sport organizations who serve school age students to help coordinate programs for the benefit of those the programs serve. Intended results To develop a close working relationship between APS and the Atlanta City Recreation Department and other agencies that sponsor youth sports. The purpose of the relationship is to avoid the duplication of programs and resources. Individual responsible Director of HPE and Athletics Deadline 8/1/2010 Action Item 6-B Determine if the football program should be modified to add freshman football and discontinue middle school football. Intended results To build on the resources of APS and the Atlanta City Recreation Dept. to develop a football program for middle school and freshman student-athletes that progresses in a rational manner and provides the most experience for the least amount of resources. Individual responsible Director of HPE and Athletics and the Director of Atlanta City Recreation Dept. Deadline January 2011 Action Item 6-C Determine whether girls volleyball should be added and girls softball and soccer discontinued as an APS sponsored sport in the middle school. Intended results To modify the middle school sports program to take advantage of the fact that middle schools do not have softball facilities and soccer fields are in poor condition but each school has an excellent gymnasium that could become a high profile volleyball venue. To adjust the sports program to give APS girls a better chance to have more success. Individual responsible Director of HPE and Athletics and Council of Middle School Principals Deadline 1/1/2010

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Action Item 6-D It is recommended that the proposed plan be implemented Intended results This plan takes into account the strengths and weaknesses of the present APS sports and considers the opportunities and threats. The plan’s goal is to give the most number of students the best chance for success. Individual responsible Director of HPE and Athletics and the High School Principals Council Deadline 1/1/2010 Action Item 6-E It is recommended that school and district leaders meet with their track coaches to develop and implement a plan to enhance track and field as one of its premier sports. Intended results To enhance track at APS schools Individual responsible Director of HPE and Athletics the Coordinator of High School Sports and the High School Track Coaches Deadline July 1, 2011 Action Item 6-F Work with the city recreation department to develop competitive cheerleading Intended results To teach prospective cheerleaders basic gymnastic skills which seems to be keeping them from being involved in competitive cheerleading. Individual responsible Director of Health Physical Education and Athletics Deadline 7/1/2011 Action Item 6-G It is recommended that the Coordinators of High School Sports and the Coordinators of Middle School Sports meet collectively with each group of sport coaches on a regular basis to develop and monitor a plan to enhance each sport. This plan will be reviewed, approved and monitored by the Council of Principals for the appropriate school level. Intended results To develop, implement, and monitor a plan to enhance each sport in the APS. Individual responsible Coordinators of High School and Middle School Sports Deadline July 1, 2011

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Action Item 6-H Each school should examine the benefits of requesting an activity bus to transport student-athletes after practice each afternoon. Currently, many students do not have a way to get home after practice. Such an initiative could significantly increase participation for APS schools, also. However, the need may vary from school to school. Intended results To aid student in getting home after practice Individual responsible Athletic Directors at individual schools Deadline July 1, 2010 Action Item 6-I Foster a close working relationship between athletics and health and physical education. Intended results Improve service to the students through a combination of better physical education classes and better coaching. Individual responsible Director of Health, Physical Education and Athletics Deadline ASAP STRENGTH AND CONDITIONING APS high schools are at a competitive disadvantage in developing the strength and conditioning of student-athletes. Action Item 7-A It is recommended that immediate consideration be made to revise the physical education curriculum in the high schools to include fitness, conditioning, and aerobic courses. With the new health and physical education standards being “rolled out and unpacked” this summer, this is an opportune time to revamp the current physical education curriculum. These courses will not only be good for all students, but they will especially be beneficial for those involved in sports. It is suggested that advanced courses be developed for those who have advanced skills in any of the three areas (fitness, conditioning, and aerobics). The conditioning course could be taught in the weight and conditioning room. Care must be taken to improve the equipment, the décor, the cleanliness, and the smell of this room if it is to be attractive to all students, particularly females. Intended results To improve the fitness and conditioning of APS students. Individual responsible Director of HPE and Athletics on each high school campus Deadline July 2009

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Action Item 7-B It is recommended that the Director of HPE and Athletic, the Coordinator of High School Sports and the high school athletic directors meet to design for an adequately equipped weight room that will meet the needs of the sport teams and physical education. Once this is accomplished, a model of the room should be used to raise money from all possible sources to fund the building of this facility at each high school. Intended results To bring the weight rooms at APS high school up to the level of other high schools within the metro region and the state Individual responsible Director of HPE and Athletics, the Coordinator of High School Sports, and the Athletics Directors at each high school Deadline July 2012 Action Item 7-C It is also recommended that physical education teachers become certified in weight training and conditioning, or become certified as personal trainers. The APS survey results reveal that only one head coach at the high school level and none at the middle school are certified in this area. This will not only increase interest in the physical education program, but it will enhance the sports programs and the credentials of the teachers. Intended results Improved teaching of fitness, conditioning, and weight training Individual responsible Individual high school Athletics Directors Deadline July 1, 2012 INDOOR FACILITIES Indoor facilities need repair and volleyball courts need to be equipped. Action Item 8-A Repair the volleyball equipment at several of the high schools as needed. Additional volleyball stanchions need to be placed in all high school gymnasiums (main and auxiliary gymnasia). A minimum of three varsity level courts need to be available at each high school. If volleyball is added in the middle school, volleyball standards (stanchions) will need to be installed in each middle school. A minimum of two volleyball courts per school Intended results Improved volleyball facilities at all high schools and new volleyball facilities at middles schools if volleyball is started at the middle schools. Individual responsible Facilities Deadline ASAP at the high schools

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Action Item 8-A Communicate to the system planners that Mays High School is the only high school with only one gymnasium. It is in the process of planning a remodeling of the school. A second gymnasium is needed particularly with the addition of freshman and junior varsity teams in girls volleyball and boys and girls basketball Intended results Include a second gymnasium area at Mays High School. Individual responsible Director HPE and Athletics and Director of Facilities Deadline August 1, 2009 Action Item 8-B Grady High School has a broken basketball rim that is detached from the backboard in their old gymnasium. It has been down for three years, and simply needs to be re-installed. Intended results To be able to use the full court of the gymnasium for basketball practice and physical education. Individual responsible Facilities Deadline August 1, 2009 Action Item 8-C Communicate to the school architects that the restrooms used when attending a contest at the Therrell High School gymnasium is in the next building. The area has no supervision while games are being played. Intended results To make restrooms more accessible to fans Individual responsible Facilities Deadline 8/1/2009 Action Item 8-D North Atlanta High School has a different facility need. Wrestling is sponsored in the same season as boys and girls basketball. The wrestling team presently uses one half of the auxiliary gymnasium for practice, while a junior varsity basketball team is using the other half. Wrestling needs a more suitable place to practice. The present athletics director (who is also the wrestling head coach) has a preliminary plan to remove a wall from an adjacent storage area in the locker room and open the area for use as a wrestling practice area. It is recommended that this building modification be considered. It would improve conditions for both wrestling and basketball

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Intended results To provide a place for the wrestling team to practice so that it does not continually disrupt the basketball team practice Individual responsible Facilities Deadline July 2010 Action Item 8-E The football locker rooms at Carver, Douglass, Jackson, and Washington High Schools need to be replaced. These lockers are either too small to hold football helmet and other equipment or they are in very poor condition. This needs to be accomplished before freshman football is added. At least 100-120 lockers need to be replaced. The new lockers should be full length, a minimum of 18 inches wide and as indestructible as possible. Intended results To upgrade football locker rooms so that they are inadequate for the sport. Individual responsible Facilities Deadline July 1, 2010 Action Item 8-F South Atlanta High School has enough lockers for everyone. However, players cannot access them without going outside the main gymnasium and across to the auxiliary gymnasium. If a wall was removed in the locker room area and a short hallway installed, the locker rooms would be much more accessible. There are over 600 lockers in the locker room, and with the exception of accessibility, the locker rooms are in excellent condition. Intended results The new hallway will make the locker room much more accessible. Individual responsible Facilities Deadline July 1, 2012 Action Item 8-G Each middle school principal should review the storage of equipment at his or her school to make certain that sports equipment and uniforms can be stored properly. Some middle schools have indoor storage rooms for equipment that has no shelving to keep the equipment and uniforms off the floor. Some of the floors become damp when it rains, thus staining or causing mildew to form on the items. Intended results To improve storage for equipment and uniforms in the middle schools Individual responsible Middle School Principals Deadline August 1, 2010

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Action Item 8-H The APS should assure that each high school and middle school has a commercial washer and dryer to use for laundering sports uniforms. These uniforms are likely laundered by the coaches. The school athletics director should schedule training to make certain that all coaches are taught the proper use of the machines and how to care for uniforms. Intended results Uniforms are a major expense to the athletics departments. Many high schools and middle schools have washers and dryers available for uniform care, but many do not. It is not good economics not to care for uniforms. A good, well-maintained, commercial grade washer and dryer will pay for itself. Each school should be so equipped. Individual responsible Facilities Deadline July 1, 2011 RISK CONCERNS Additional risk-reduction actions need to be considered. Action Item 9-A It is recommended that APS publish a Handbook for APS Coaches that reduces the information in the policies and procedures manual to only what a coach can be expected to do. The legal standard is to only put in writing those policies and procedures that can be taught to the coaches. Intended results To legally communicate to coaches policies and procedure matters. Individual responsible Director of HPE and Athletics and the Coordinators of High School and Middle School Sports Deadline 8/1/2009 Action Item 9-B The lack of qualifications among head coaches related to sports injuries exacerbates not having certified athletic trainers. Therefore, it is recommended that schools begin recruiting interested and responsible adults to become athletic trainers. In fact, two trainers should be sought at every high school and middle school, one female and one male. One should be the Head Trainer and others should be Assistant Trainers. This allows shared coverage of games and practices. Intended results To add certified athletic trainers to the teaching staff Individual responsible Principals and athletic directors at each high school Deadline 4/1/2010

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Action Item 9-C It is recommended that student athletic insurance be reviewed, and a risk analysis performed to determine coverage that would not only pay for the serious and more costly sports injuries, but also could assist parents with the costs incurred with minor injuries and rehabilitation. Intended results To improve sports insurance Individual responsible TBA Deadline 7/1/2010 Action Item 9-D Require that coaches who teach potentially dangerous activities (e.g., tackling in football, taking a block in basketball, sliding in baseball and softball, etc.) file their practice plans to document that they have taught the skill properly. If needed, video the actual teaching of the skill. Intended results To reduce the risk of a law suit indicating that a potentially dangerous skill was not taught properly Individual responsible Head football coach Deadline 8/1/2009 Action Item 9-E Make sure that all football coaches verify that football helmets have been fitted properly. Intended results To reduce the risk of a catastrophic injury caused by a helmet that was not fitted properly. Individual responsible Head football coach Deadline 8/1/2009 Action Item 9-F Require that all coaches have an emergency first aid kit available at practice and at games. Intended results To reduce complication from minor injuries Individual responsible Head Coach and Athletics Director Deadline 8/1/2009

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Action Item 9-G Require that all coaches have written permission from the parents of the student-athletes to provide emergency care whenever they leave campus for an away game or other off campus activities. Intended results To be able to provide a student-athlete emergency care while traveling with the team Individual responsible Head Coach Deadline 8/1/2009

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Appendix B

STUDENT PARTICIPATION

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Appendix C

METRO RESA COACHES STIPENDS

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Appendix C Metro RESA Coaches Stipends (Comparisons 2008) Athletic Director

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Appendix C (continued) Metro RESA Coaches Stipends (Comparisons 2008) Varsity Football Head Coach

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Appendix C (continued) Metro RESA Coaches Stipends (Comparisons 2008) Varsity Basketball Head Coach

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Appendix C (continued) Metro RESA Coaches Stipends (Comparisons 2008) Varsity Track and Field Head Coach

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Appendix C (continued) Metro RESA Coaches Stipends (Comparisons 2008) Varsity Tennis Head Coach