Keeping the “Dream” in Mind AND the Budget: A Superintendents View of How to Avoid the Nightmare of Budget Cuts

1. Keeping the “Dream” in Mind AND the Budget: A Superintendents View of How to Avoid the Nightmare of Budget Cuts Dr. Steve Grimm Superintendent Penfield Central School District March 14, 2014 docstevegrimm.weebly.com

2. Background • Geneseo CSD - Teacher/Coach • West Irondequoit CSD – Teacher/Coach • Canandaigua CSD – Assistant Principal - HS • Wheatland-Chili CSD – Principal MS/HS • Greece CSD – Executive Director - Secondary • Lansing CSD – Superintendent • Penfield CSD - Superintendent

3. Objectives Participants will be able to: • think about athletic programs within the context of • the financial program (the Budget) • the instructional program • Leave with ideas on how to: • Increase the influence of athletics on the educational program • Decrease the influence of athletics on the financial program

4. Objective Participants will be able to: • think about athletic programs within the context of • the financial program (the Budget) Budget = B Educational Program = E B = f (E)

5. Athletics

6. Instructional Program Budget $27.4 Million

7. Questions • What percent of the Instructional Budget comprises Interscholastic Athletics? 2.8% • What percent of the Total Budget comprises Interscholastic Athletics? 0.9%

8. Instructional Budget

9. Total School District Budget

10. Objective Participants will be able to: • think about athletic programs within the context of • the instructional program

11. Academics and AthleticsRivals or Teammates Bowen and Greene (2013) • examined the relationship between the extent to which high schools: • have winning sports teams • offer a variety of sports options, and • facilitate student participation in athletics on schools’ overall student achievement and attainment.

12. Academics and AthleticsRivals or Teammates Fundamental Question: Do successful high school athletics programs come at the expense of academic success?

13. Academics and AthleticsRivals or Teammates • High school students that participate in sports have higher grades and standardized test scores in mathematics and language arts courses (Broh, 2002) • Athletes were 1.7 times less likely to drop out of school (McNeal,1995)

14. Academics and AthleticsRivals or Teammates • High school student athletes have self-reported higher educational aspirations, diligence in homework completion, and lower absenteeism, compared to students that do not participate in sports (Marsh, 1992) • Positive athletic-academic association even stronger for students attending schools serving more disadvantaged populations. (Guest & Schneider, 2003)

15. Academics and AthleticsRivals or Teammates Macro-Level Benefits • Social Capital (the value of relationships between people) contributes to sense of community • Parents, students, and other members of the community can more effectively work to improve school quality because of their improved connections to each other (Parcel & Dufur, 2001)

16. Academics and AthleticsRivals or Teammates Fundamental Question: Do successful high school athletics programs come at the expense of academic success? No

17. Academics and AthleticsAs “Teammates” • No trade off between academics and athletics • the more that a high school produces winning teams, offers more sports, and expands the number of students who can participate in athletics, the better a school does academically. Bowen and Greene (2013)

18. Academics and AthleticsAs “Teammates” • Athletic opportunity provides students with experiences that promote individual growth and overall success • Athletics contributes to the overall school culture, supports sense of community, and supports academic achievement and character development • Develops skills needed in global society

19. Objective • Leave with ideas on how to: • Increase the influence of athletics on the educational program B = f (E) A = Athletic Program E = f (A)

20. Gaining and Sustaining Support for Athletics Support for Athletics = Support for Athletics in the Budget Be Strategic – have a plan “If you fail to plan, you are planning to fail” - Benjamin Franklin

21. Strategy Culture Collaboration Communication Character Competence

22. Culture Build a culture within school and community that sees athletics as part of “who we are” and “what we do”, and as a benefit to all. • Vision, Philosophy, Values and Beliefs • Handbook • Coaches meetings • Parent meetings • Basis for decision making

23. Culture • Create/Sustain Rituals and Ceremonies • Pep rallies • parades • hall of fame • road trips • banquets • awards ceremonies • college signing • senior nights Deal and Peterson (1999)

24. Culture • Celebrate Success AND Effort • Promote a “Growth Mindset” where continuous improvement is celebrated Dweck (2006)

25. Culture • Keep History Alive – Symbolic Lore • The priests and priestesses – “keepers of the values” • Story telling • Who are the storytellers in your district? • What are the stories? Deal and Peterson (1999)

26. Culture • Symbols and Signs • Past achievements – awards – trophies - banners • Mottos • Hall of Fame/Honor • Mascot - Logo • Photos, videos

27. Culture • Symbolic Leadership - • Practice symbolic leadership • Actively support academics, extracurricular activities, arts and music • Encourage your coaches and athletes to do the same • Be visible at those events • Invite administrators and the Board to participate in events (throwing out pitches, speaking at tournaments, introducing lineups, etc.) • Superintendents love t-shirts!

28. Collaboration Collaboration builds relationships – social capital • The administration – superintendent, principals, assistant principals, the board of education • Sports Boosters – parents, friends, community members • Teachers and Club Advisors – pep rally partners… • Send off ceremonies supporting music and extra curricular activities – remember that many of these students are athletes too • Recreation and community programs

29. Communication • What is your current system of communication? • Board of Education Meetings • Social Media – twitter, emails, newsletters • Local newspaper • Utilize Director of Communications - or be one • WATSUP • Who are your stakeholders? • How are you communicating with them? • What are you communicating?

30. Character • Role models – buddy programs, reading, etc. • Walk the Talk • Pillars of Character • Respect • Responsibility • Fairness • Caring • Citizenship • Healthy Lifestyle

31. Competence • Be a constant learner – continuous improvement • Leadership • Athletic leadership • The budget – know yours and everyone elses • Read, read, read – journals/books • Professional Development – Conferences, Certifications, Degrees - optional? • Mentors – continue to learn from them • Educate the budget leaders in the district

32. Gaining and Sustaining Support for Athletics Culture Collaboration Communication Character Competence Trust

33. Decreasing the influence of the athletic budget • Understand your budget – every penny • If you watch the pennies, the dollars will take care of themselves • Year end purchasing • Organized “global” boosters • Relationships with business administrator, superintendent, principals– they need to know your short and long term needs

34. Summary I hope you are able to: • think about athletic programs within the context of • the financial program (the Budget) • the educational program • Leave with ideas on how to: • Increase the influence of athletics on the educational program • Decrease the influence of athletics on the financial program

35. References • Bowen & Greene (2013). Does athletic success come at the expense of academic success? Journal of Research in Education ,22 (2) (http://www.eeraonline.org/journal/files/v22/JRE_v22n2_Article_1_Bowen.pdf) • Broh, B.A. (2002). Linking extracurricular programming to academic achievement: Who benefits and why? Sociology of Education, 75, 69-96. • Deal, T. & Peterson, K. (1999). Shaping school culture: Pitfalls, paradoxes, & promises. San Francisco: Jossey-Bass. • Dweck, C. (2006). Mindset: The new psychology of success. New York: Random House. • Greene, J (2013). Education next. Web Article. (http://educationnext.org/does-athletic-success-come-at-the-expense-of-academic-success/) • Guest, A. & Schneider, B. (2003). Adolescents’ extracurricular participation in context: The mediating effects of schools, communities, and identity. Sociology of Education, 76(2), 89-109 • Marsh, H.W. (1992). Extracurricular activities: Beneficial extension of the traditional curriculum or subversion of academic goals? Journal of Educational Psychology, 84(4), 553-562 • McNeal, R.B. (1995). Extracurricular activities and high school dropouts. Sociology of Education, 68, 62-81. • Parcel, T.L. & Dufur, M.J. (2001). Capital at home and at school: Effects on student achievement. Social Forces, 79(3), 881-911.

36. Questions?

37. Thank you and good luck!