Cashton Public Schools

“All In” A Community-Based Strategic Plan for Remarkable Student Growth in Co-Curricular Activities 2015

Parent and Community Stakeholder Edition

“All In” Are we willing to trade in our problems for our possibilities? Are we willing to lift what is low, to unite what lies apart, to advance what is left behind? Is it time to have a conversation that we have not had before?

“All in” is a declaration of possibility, of what we can create if we all act in support of our students’ growth. For stakeholders to support and implement the concepts of this strategic plan. For coaches and advisors to act with spirit and commitment in helping students’ reach their fullest potentials. For students to commit themselves to the effort it takes to reach their potentials. We all will shift our focus from problems to possibilities, from division to community, from criticism to generosity. WE ARE “ALL IN” THIS TOGETHER.

Committee Stakeholders

Community Stakeholders     

Tim Hundt Naomi Stennes-Spidahl Scot Wall Heather Olson Nick Butzler

Coaches/Advisors     

High School Coach: Jeremy Mosley Youth Coach: John Daines Co-Curricular Advisor: Kathryn Miller Community Activity Advisor: Jill Bjornstad Summer Recreation Advisor: Sue Schmitz

Board Representation  Bill Freiberg/Naomi Stennes-Spidahl Facilitation  Bradford G. Saron

Background

The Problem Cashton Public Schools has long been recognized as having excellent co-curricular programming. Recently, high coach turnover, emotional disputes among adults, and other inadequate practices have plagued some of the co-curricular options, resulting in an unfortunate atmosphere for student growth and student success.

The Charge The charge and purpose of the community committee was to research the conditions within the region under which students excel in co-curricular activities with the results to be compiled into a destination blueprint, or strategic plan. Resources for this endeavor were to embody system-wide excellence. For example, we did not want to research the school district that was successful in just one athletic sport. We wanted to research the school district that was excellent in all areas, across decades.

The Research Committee members first studied Peter Block’s book, “Community: The Structure of Belonging,” in order to support a community approach to this endeavor. Committee members:  Created an overarching definition of student success,  Self-selected the research sources, which included articles, interviews, and videos,  Developed a mutually agreed upon series of questions to use when interviewing sources,  Discussed each research source while guided by the principles of the “Focused Conversation,”  Thematically analyzed the results from the research, looking for common themes, important goals, best practice in adult support, etc.

The Plan This plan attempts to offer an inflection point for co-curricular activities at Cashton Public Schools. This plan aims to empower all community stakeholders to create the optimal conditions for student growth and achievement by offering a blueprint of best practice in community support and school district systemic procedures. Hence, this plan has two prongs.

What are the means through which we as stakeholders who care about the growth of our kids can create a future that is not just a singular improvement, but one of system-wide, community-based change to support student growth in co-curricular activities? -Community Co-Curricular Committee

Mutual Definition Student Success

In the above graphic, there are four quadrants that describe students. The red line that stretches from the bottom left to the top right represents both the maturation of the student and the significance of competition as the student participates. For example, when a student is young (bottom left), the significance of competition is low. Also, the student has somewhat undeveloped potential and has not learned all the details of sportsmanship yet. However, when the student is a senior in high school (top right), the expectation for competitiveness is highest, and the student is performing at potential with a very good understanding of sportsmanship.

The focus on student growth, the support to reach one’s potential, and the overall development of the “whole” student is the work—the “winning habit.” -Community Co-Curricular Committee

Parent and Community Stakeholder Results Desired Outcome: As a community, we create the conditions under which kids can reach their fullest potentials.

All Stakeholder Goals To create a community-wide environment that supports . . .    

Maximum student participation, Continuity (longevity) of staff (e.g., advisors, directors, coaches, etc.), Developing good human beings who are able to reach their potentials, An atmosphere of respect, encouragement, and positivity.

All Stakeholder Belief Statements We believe . . .  Our actions (all stakeholders) are a part of a larger heritage, a legacy that is bigger than a sport, a season, or than an event,  All of our students have talent,  An environment that supports student participation is extraordinarily vital,  Co-curricular programs are an integral part of student education and the formation of the “whole” person,  Our co-curricular participants are leaders who set examples for younger students,  We believe in supporting a community of coaches and advisors,  Parents do not have the job to evaluate the coach/advisor,  All stakeholders should have high expectations of students and of themselves,  Co-Curricular advisors and coaches should be able to grow on the job and be supported to be able to learn from mistakes,  The process of creating “success” is a result of learning from all the trials and triumph of experience,  “It’s hard to be a parent.” Parents are in a precarious position of supporting their children but also being required to step back to allow for honest participation in and lessons from co-curricular activities.

All Stakeholder Rules We must . . .  Promote autonomy for our coaches and advisors so that they can run their programs,  Understand and recognize that certain topics are “off limits” for parents and other community members to discuss with coaches (e.g., playing time, coaching strategy),  Follow the “Chain of Command” in dealing with conflict where the first step in conflict resolution is for the player/participant to talk to the coach/advisor.

What Can You Do? Parents and Guardians . . .  Recognize that the trials and triumph of co-curricular activities are an integral part of student development.  Understand that your acts of support or resistance affect the overall success of co-curricular programs.  Accept that certain topics are “off limits” to discuss with coaches, including playing time and coaching decisions.  When confronted with a tense situation, react with support and positivity.  Appreciate that coaches need autonomy (the freedom to make coaching decisions without fear of repercussions) to develop successful programs.  Hold high expectations for maximum participation, effort, and commitment for students.  Recognize the value of coaches and advisors learning from mistakes and developing into veterans.  Follow the “Chain of Command” when dealing with disagreement.

Community Stakeholders . . .  Value the larger heritage and legacy of excellence at Cashton Public Schools, which is bigger than a sport, a season, or an event.  Be thankful that all students have talent.  Encourage and cheer on maximum student participation in co-curricular activities.  Respect our student participants as emergent community leaders who serve as role models for the next generation of Cashton Eagles.  React with an effort of support when you see co-curricular programs naturally experiencing the peaks and valleys of competition.