Haverford Sports Parents Handbook
LIST OF COACHES:
Cheerleading
Maria DiPaul Safern Varsity
Joanna Turner Kelly JuniorVarsity
CrossCountry
Laura Clinton Girls
Harry Green Boys
Elizabeth Haglund Assistant
FieldHockey
Christa Taylor Varsity
Polly Ross JuniorVarsity
TBA JVB
Football
JosephGallagher Varsity
Michael Gentile Assistant
Dan Milewski Assistant
Michael Bright Assistant
Scott Lipschutz Assistant
Elliot Seifert Freshmen
Josh Fidler Freshmen
Golf
Nate Oxman Varsity
Bill Whitney JV
Soccer(Boys)
David Cassanelli Varsity
Andrew Welsh JuniorVarsity
Iain McClements Freshmen
Soccer(Girls)
Alexandar Hill Varsity
Nancy McGoldric Junior Varsity
TBA JVB
Tennis(Girls)
Charles Withers Varsity
Kathryn Lisansky Junior Varsity
Volleyball(Girls)
Eric Dahl Varsity
Natalie Rube JuniorVarsity
Kathleen Leyden Freshmen
Basketball(Boys)
Keith Heinerichs Varsity
Peter Phillips JuniorVarsity
Leon Smith Freshmen
Basketball(Girls)
Lauren Pellicane Varsity
Katie Young JuniorVarsity
NancyMcGoldrick Freshmen
IceHockey
John Povey Varsity
Swimming(Boys/Girls)
Matt Stewart Varsity
Pat Maguire/Natale Rube Assistant/Diving
WinterTrack(Boys)
Aaron Hunter Varsity
Jay Williams Assistant B/G
WinterTrack(Girls)
Jim Jensen Varsity
Wrestling
Shawn Fausey Varsity
Jim Knapp/ TBA Junior Varsity
Baseball
PaulBogosian Varsity
Dave Detweiler JuniorVarsity
James Coyne Freshmen
Lacrosse(Boys)
Greg Decina Varsity
Michael Leyden Assistant Varsity
Bryan Arra Junior Varsity
Jack O’Donnell JVB
Lacrosse(Girls)
NancyMcGoldrick Varsity
Kirstin McGoldrick-Sheehe Assistant Varsity
Jessica McClay JuniorVarsity
Natale Rube JVB
Softball
Jill Marshall Varsity
TBA JuniorVarsity
TBA JVB
Tennis(Boys)
Charles Withers Varsity
Track(Boys)
Aaron Hunter Varsity
Jim Jeffers Assistant
Josh Fidler
Track(Girls)
Jim Jensen Varsity
Jay Williams Assistant
Harry Green Assitant
Volleyball (Boys)
Sam Moyerman Varsity
David Dager Junior Varsity
School District of Haverford Township
High School Credo
As a public comprehensive high school, Haverford High School is committed to the full maturation of all its students. However, unlike other societal institutions, we have as our primary concern the development of our students' intellectual abilities. While the school's curriculum will focus on all aspects of human development necessary for mature adult living, a Haverford diploma will be meaningful and especially symbolic of academic proficiency, knowledge of the rights and duties of citizenship, and the ability to succeed in either higher education or productive employment. Our mission is to insure that all of our graduates achieve their full potential as persons competent to participate and goal interact intelligently in the complex and dynamic society of the 21st century To achieve this we will require all students to master liberal and fine arts, in the natural and social sciences and in mathematics and-technology. Because the next generation will live in a global village, the national, international, and interdisciplinary dimensions of these studies will be emphasized as will those communication skills necessary to live and work effectively with others. All students must demonstrate the ability to read critically, write clearly and speak fluently; and to insure the success of this goal, all courses will require students to use the English language proficiently. A demanding core curriculum requires hard work on the part of the students, but we believe they will achieve as much as we expect of them. To set our expectations lower would be to do our students and our public a disservice. Because both students and the high school must be held accountable for what they do, assessment measures will be used on a regular basis to verify that our high expectations are being met.
A strong faculty is critical to the accomplishment of our purpose; therefore, Haverford is committed to recruit, employ/ and nurture only the most qualified and talented professionals for teaching positions. First and foremost/ our teachers must be enthusiastic about working with and educating adolescents and be experts in the fields they teach. They should know the various pedagogical strategies that produce effective instruction. As professional educators, they must work to continually renew themselves as persons/ teachers, and scholars. Moreover, because complacency leads to mediocrity, the faculty will be encouraged to challenge the status quo; innovation and risk-taking will be supported and doing things in demonstrably better-ways will be rewarded. Realizing also that the school will not be successful without the support of the family and the community, Haverford's mission will be disseminated broadly, and our parents and citizens will be encouraged to participate actively in the education of our youth. Indeed we believe that a home environment supportive of educational excellence is essential to- the realization of our mission, as is the continued philosophical and financial support of the community.
The support of parents and community must be matched by a commitment by our students to enhancing the public welfare. Therefore -we will require that all students engage in some specific and meaningful service activities in which they can develop and demonstrate their concern for the common good Such activities will promote the full maturity of students as persons who possess both rights- and duties
Finally, the high school must insure that each student is accorded the recognition and respect due all persons of intrinsic worth. Each must be known and cared for as an
individual, and the rules and procedures governing the school must be just and administered equitably. We expect teachers, administrators and all who work with our students to serve as role models and as such to exhibit behavior consistent with the ideals of our democratic society.
The Board of School Directors will assure that Haverford High School is a learning community in which faculty and students exhibit mutual respect that is sustained by a supportive community. In their pursuit of truth and excellent, students and faculty will demonstrate pride in their work and a love of learning.
These beliefs shall be our guiding principles.
Code of Conduct and Sportsmanship
All students shall be guided by the highest standards of integrity and honesty in the classroom, on the practice field, and in competition.
1. Students shall avoid any act tending to promote their own interests at the expense of the dignity of their school.
2. Students shall avoid any act tending to promote their own interests at the expense of the dignity of a fellow student.
3. Students shall not compete unfairly on the practice field, in competition, or in the classroom.
4. Students shall not attempt to malign, directly or indirectly, another student, coach or instructor.
5. Students shall give credit to their fellow players, coaches and sponsors when such credit is deserved.
Students, including athletes, shall dedicate their primary efforts to the goals and interests of their school, sport, activity, teammates and the public.
1. Students shall hold paramount the safety of teammates as well as their opponents.
2. Students shall abide by the rules and regulations of their coaches and sponsors, as well as P.I.A.A., Central Athletic League and Haverford High School.
3. Students athletes shall dedicate their efforts to academic progress for their own benefits as well as their team.
4. Students shall not permit the use of their names in advertising
ventures with any person or firm where such act is a violation of the school or a governing association's rules and regulations.
5. In public statements or in interviews with the press, students and
student athletes shall make statements in a truthful and factual way.
6. Students and student athletes shall not be influenced in their competition by conflicting personal or financial interests.
Physical Examinations for Student Athletes Haverford Township School District Policy
Purpose: The School District of Haverford Township seeks to provide all students who desire to participate in athletic events the safest possible condition for participation. Every child seeking to participate in athletics will therefore be required to submit the results of a physical examination on the approved Pennsylvania Interscholastic Athletic Association's Parent Certificate and the Haverford Township School District Physician's Certificate.
The Pennsylvania Interscholastic Athletic Association permits that a comprehensive pre-participation physical evaluation be certified on a cycle beginning June 1 and ending May 31 of each school year. If the student has an annual physical on file, parents must submit Section 7 of the physical form each season of play. If an injury has occurred during the season of play the student will be required to provide a Physician’s note granting the student permission to be reinstated back into participation.
A student must have a physical examination on file with the school district prior to any participation in an athletic contest or practice session.
Guidelines Such physical examination shall be at the expense of the student(s) or his/her parent(s) or guardian(s). If documentation exists (such as eligibility for reduced or free lunch) that indicates that the required physicals are a financial hardship, the School District will review and assist in payment for medical evaluations required for participation.
The parents/guardians of students who seek to participate in athletics shall be required to complete an information form that provides school officials with additional information on prospective athletes before athletic participation is approved by the school.
Should the Physician's Certificate and/or the Parent Information Form reveal that a child has experienced any physical ailment that places the student's health in jeopardy; the student will be required to have a physical examination to determine if the reported ailments still exist. When the final medical approval is granted and verified by a physician's signature, the child may be cleared for participation/
Participation will be denied if the Physician's Certificate reveals any medical problem experienced by the prospective athlete that might be determined as life or health threatening.
Any athlete who has sustained an injury, or a health problem requiring a physician's care, must receive a medical release from his/her physician before the student may return to athletic participation. The School District, through the appropriate office of the School Principal or his/her designee, may request at any time a second medical evaluation, at the school's expense, if there is doubt regarding the health of a participating student.
Authority The Board directs the Superintendent to ensure that all school system employees and students be made aware of this policy through proper induction, information, and orientation programs. The Board further directs the Superintendent or designee to develop any authorization, assurance, verification, or release forms necessary to implement the intent of the policy.
Impact Testing
IN ADDITION TO THE PHYSICAL, ALL ATHLETES WILL PARTICIPATE IN IMPACT TESTING WHICH WILL HELP DETERMINE WHEN A CONCUSSION IS DIAGNOSED AND WHEN THE ATHLETE IS READY TO RETURN TO PLAY. THE PROGRAM CALLS FOR A BASELINE TEST THAT WILL BE COMPARED TO THE AFTER INJURY TEST TO IDENTIFY THE STUDENT’S READINESS TO PLAY. THIS BASELINE TEST WILL BE ADMINISTERED BY THE TRAINERS DURING THE FIRST PRACTICE WEEK OF THE RESPECTIVE SPORT, AND SHOULD TAKE ABOUT AN HOUR. ALL ATHLETES ARE REQUIRED TO PARTICIPATE UNLESS THEIR PARENT HAS SIGNED AN OPT OUT FORM. FRESHMAN AND JUNIORS AND NEW ATHLETES WILL BE TESTED, KEEPING A CYCLE OF EVERY OTHR YEAR.
Overview and Features of the ImPACT Test
ImPACT (Immediate Post-Concussion Assessment and Cognitive Testing) is the first, most-widely used, and most scientifically validated computerized concussion evaluation system.
Developed in the early 1990's by Drs. Mark Lovell and Joseph Maroon, ImPACT has become a standard tool used in comprehensive clinical management of concussions for athletes of all ages. ImPACT Applications, Inc. was co-founded by Mark Lovell, PhD, Joseph Maroon, MD, and Michael (Micky) Collins, PhD.
Given the inherent difficulties in concussion management, it is important to manage concussions on an individualized basis and to implement baseline testing and/or post-injury neurocognitive testing. This type of concussion assessment can help to objectively evaluate the concussed athlete's post-injury condition and track recovery for safe return to play, thus preventing the cumulative effects of concussion. In fact, neurocognitive testing has recently been called the "cornerstone" of proper concussion management by an international panel of sports medicine experts.
ImPACT is the most widely used computer-based testing program in the world and is implemented effectively across high school, collegiate, and professional levels of sport participation.
Understanding Of Risk Of Concussion and Traumatic Brain Injury
This information sheet is designed to inform parents and students about concussion and traumatic brain injury. If your student exhibits signs or symptoms of a concussion or traumatic brain injury, they shall be removed from participation. The student shall not return until they are evaluated and cleared by a medical professional.
What is a concussion?
A concussion is a brain injury that
· Is caused by a bump, blow or jolt to the head or body
· Can change the way a student’s brain normally works
· Can occur during practices and/or contests in any sport
· Can happen even if a student has not lost consciousness
· Can be serious even if a student has just been “dinged” or “had their bell rung”
All concussions are serious. A concussion can affect a student’s ability to do schoolwork and other activities (such as playing video games, working on a computer, studying, driving or exercising.) Most students with a concussion get better, but it is important to give the concussed student’s brain time to heal.
What are the symptoms of a concussion?
Concussions cannot be seen; however, in a potentially concussed student, one or more of the symptoms listed below may become apparent and/or that the student “doesn’t feel right” soon after, a few days after, or even weeks after the injury.
· Headache or “pressure” in head Feeling sluggish, hazy, foggy, or groggy
· Nausea or vomiting Difficulty paying attention
· Balance problems or dizziness Memory problems
· Double or blurry vision Confusion
· Bothered by light or noise
What should students do if they believe that they or someone else may have a concussion?
· Students feeling any of the symptoms set forth above should immediately tell their Coach and their parents. Also, if they notice any teammate evidencing such symptoms, they should immediately tell their Coach.
· The student should be evaluated. A licensed physician of medicine or osteopathic medicine (MD or DO), sufficiently familiar with current concussion management, should examine the student, determine whether the student has a concussion and determine when the student is cleared to return to participate in interscholastic athletics.