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Seeding and Grouping Policy Review; 3- and 4-Class Expansion Models IHSA Principals’ Rules Meetings 2005-06
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Seeding and Grouping Policy Review; 3- and 4-Class Expansion Models IHSA Principals Rules Meetings 2005-06.

Mar 31, 2015

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Page 1: Seeding and Grouping Policy Review; 3- and 4-Class Expansion Models IHSA Principals Rules Meetings 2005-06.

Seeding and Grouping Policy Review;3- and 4-Class Expansion Models

IHSA Principals’ Rules Meetings

2005-06

Page 2: Seeding and Grouping Policy Review; 3- and 4-Class Expansion Models IHSA Principals Rules Meetings 2005-06.

Grouping and Seeding Policy

• The cornerstone of IHSA state tournaments has long been geographic assignments to the initial round of the state series leading to geographic representation at state final tournaments.

• The geographic concept helps maintain a reasonable balance between key factors such as education, time, money, travel, while at the same time providing a structure that is equitable to all member schools.

Page 3: Seeding and Grouping Policy Review; 3- and 4-Class Expansion Models IHSA Principals Rules Meetings 2005-06.

Grouping and Seeding Policy

• Some questions have been expressed over the past few years with regard to the grouping and seeding policy.

• A proposal has been submitted by a group of conferences and athletic administrators to review the grouping and seeding policy.

• The IHSA will survey schools on this policy in December at the same time as the non-binding vote on classification.

• Discussion at the Principals’ Rules Meetings will help shape the exact format of the survey.

Page 4: Seeding and Grouping Policy Review; 3- and 4-Class Expansion Models IHSA Principals Rules Meetings 2005-06.

Grouping and Seeding Policy(Geographic Principle)

– Should the geographic principle continue to be the cornerstone of the grouping and seeding policy?

– Should the geographic principle apply to football?

– Should sectional complexes be maintained?

– Should certain sectional complexes have sub-sectionals?

Page 5: Seeding and Grouping Policy Review; 3- and 4-Class Expansion Models IHSA Principals Rules Meetings 2005-06.

Grouping and Seeding Policy(Hosting)

– Should the IHSA reward schools that have higher seeds with first- or second-round home games?

– If so, should a school with a high seed but an inadequate facility be allowed to host a first- or second-round game?

– Should the IHSA review facilities of member schools to determine host sites for the tournament?

– Should the IHSA predetermine all host sites for all levels of the state series in a sport?

Page 6: Seeding and Grouping Policy Review; 3- and 4-Class Expansion Models IHSA Principals Rules Meetings 2005-06.

Grouping and Seeding Policy(Assigning/Seeding)

– Should the IHSA try to assign an equal number of teams at each of the first level tournaments?

– Should the IHSA continue to try and keep first level assignments for three year periods?

– Should the IHSA continue to try and make first level assignments comparable in team sports?

– Should the pairings be done by straight seeds? (#1 vs. #8, #2 vs. #7, etc.)

– Should geography be implemented somehow in the pairing at the first level tournaments?

Page 7: Seeding and Grouping Policy Review; 3- and 4-Class Expansion Models IHSA Principals Rules Meetings 2005-06.

Grouping and Seeding Policy(Assigning/Seeding)

– Should football be seeded as a single bracket (#1 vs. #32, #2 vs. #31, etc.)?

– Should football be divided into two groups of 16 with straight seeding? (#1 vs. #16, #2 vs. #15, etc.)

– Should the IHSA continue to randomly draw the pairings for the state final tournaments?

– Should sectional complexes be seeded in some manner?

Page 8: Seeding and Grouping Policy Review; 3- and 4-Class Expansion Models IHSA Principals Rules Meetings 2005-06.

Grouping Comparison – Class 3A

4 quadrants of 8

Page 9: Seeding and Grouping Policy Review; 3- and 4-Class Expansion Models IHSA Principals Rules Meetings 2005-06.

Grouping Comparison – Class 3A

4 quadrants of 8 2 halves of 16

Page 10: Seeding and Grouping Policy Review; 3- and 4-Class Expansion Models IHSA Principals Rules Meetings 2005-06.

Grouping Comparison – Class 3A

4 quadrants of 8 2 halves of 16 all 32 teams in one group

Page 11: Seeding and Grouping Policy Review; 3- and 4-Class Expansion Models IHSA Principals Rules Meetings 2005-06.

Grouping Comparison – Class 7A

4 quadrants of 8

Page 12: Seeding and Grouping Policy Review; 3- and 4-Class Expansion Models IHSA Principals Rules Meetings 2005-06.

Grouping Comparison – Class 7A

4 quadrants of 8 2 halves of 16

Page 13: Seeding and Grouping Policy Review; 3- and 4-Class Expansion Models IHSA Principals Rules Meetings 2005-06.

Grouping Comparison – Class 7A

4 quadrants of 8 2 halves of 16 all 32 teams in one group

Page 14: Seeding and Grouping Policy Review; 3- and 4-Class Expansion Models IHSA Principals Rules Meetings 2005-06.

Classification Review

• Classification of schools is a policy that requires a majority vote of the Board of Directors to change.

• This PowerPoint presentation and maps will be available on the IHSA School Center for review.

• In December, member schools will be able to participate in:– Advisory referendum on classification– Survey on the IHSA Grouping and Seeding Policy

Page 15: Seeding and Grouping Policy Review; 3- and 4-Class Expansion Models IHSA Principals Rules Meetings 2005-06.

Classification review

• In January, the Board will:– Review the results of the Advisory Referendum and

determine what, if any, action to take regarding classification.

– Review the results of the survey and determine if the Grouping/Seeding Policy should be changed.

• The IHSA Board will determine when and if sports will be split into different classifications. This will no longer be a recommendation coming from the individual sport advisory committees.

Page 16: Seeding and Grouping Policy Review; 3- and 4-Class Expansion Models IHSA Principals Rules Meetings 2005-06.

Criteria for different classes2-class system – A sport or activity must have at

least 300 participating teams or 350 schools sending either a team or an individual

• In 2005-06, a fixed cutoff of 735 was established between Class A and AA.

• This proposal recommends that starting with 2006-07 the cutoff again be based on a percentage, with the smallest 55.5% (5/9) of member schools in Class A, and the remaining 44.4% (4/9) in Class AA.

• In establishing the cutoff, enrollment figures from September 30th of the previous year shall be used.

Page 17: Seeding and Grouping Policy Review; 3- and 4-Class Expansion Models IHSA Principals Rules Meetings 2005-06.

Criteria for different classes

3-class system (individual sports only) – A sport must have 450 participating schools

– Class 1A: smallest 50% of all member schools– Class 2A: next smallest 25% of all member schools– Class 3A: remaining 25% of all member schools

• The following sports would be eligible for three classes:– boys and girls track & field, boys golf

Page 18: Seeding and Grouping Policy Review; 3- and 4-Class Expansion Models IHSA Principals Rules Meetings 2005-06.

Criteria for different classes4-class system (bracketed team sports only) –

A sport must have at least 600 teams participating

– Class 1A: smallest 33.3% (3/9) of all member schools– Class 2A: next smallest 22.2% (2/9) of member schools– Class 3A: next smallest 22.2% (2/9) of member schools– Class 4A: remaining 22.2% (2/9) of member schools

• The following sports would be eligible for four classes: boys and girls basketball, baseball, softball, girls volleyball

Page 19: Seeding and Grouping Policy Review; 3- and 4-Class Expansion Models IHSA Principals Rules Meetings 2005-06.

Sample 4-Class System(based on 2005-06 enrollments)

% of member schools enrollments• Class 1A 33.3% of all member schools up to 289

250 total member schools

• Class 2A 22.2% of all member schools 289 to 714167 total member schools

• Class 3A 22.2% of all member schools 714 to 1628167 total member schools

• Class 4A 22.2% of all member schools above 1628 167 total member schools

(Number of schools in each sport by class)Total Schools BBase BBask GBask GSoft GVolley

• 1A 250 179 225 179 158 202• 2A 167 160 164 161 159 156• 3A 167 149 156 159 142 145• 4A 167 161 163 155 153 151• TOTALS649 708 654 612 654

Page 20: Seeding and Grouping Policy Review; 3- and 4-Class Expansion Models IHSA Principals Rules Meetings 2005-06.

4-Class System

• Rationale:– Essentially divides the current class A and class AA in

half, aligning it nicely with the 2-class proposal.– Allows for 8 sectional complexes with at least 16 teams in

each complex in all sports.– Creates a good balance of entries in all sectional

complexes for the sports that would be potential 4-class sports.

– Preserves, as closely as possible, the existing tournament structure.

– Allows the IHSA to fulfill existing contractual obligations at state final sites.

Page 21: Seeding and Grouping Policy Review; 3- and 4-Class Expansion Models IHSA Principals Rules Meetings 2005-06.

Other 4-Class Considerations

• In each sport, 4 schools would qualify for the state finals in each of 4 classes (16 teams total).

• Class 1A and 2A would be conducted on the same weekend as Class A on the current IHSA calendar.

• Class 3A and 4A would be conducted on the same weekend as Class AA on the current IHSA calendar.

Page 22: Seeding and Grouping Policy Review; 3- and 4-Class Expansion Models IHSA Principals Rules Meetings 2005-06.

Other 4-Class Considerations

• Girls volleyball would be conducted on the current volleyball weekend.

• Each class would consist of the following:– 4 super-sectionals – 8 sectional complexes (with at least 16 schools in each

sectional complex)– 32 regional sites

Page 23: Seeding and Grouping Policy Review; 3- and 4-Class Expansion Models IHSA Principals Rules Meetings 2005-06.

Schedule for 4-Class System

• The state final schedule for all sports except girls volleyball would be as follows:

1A-2A weekend 3A-4A weekend

FridaySession 1 1A Semifinals 3A Semifinals

Session 2 2A Semifinals 4A Semifinals

Saturday

Session 3 1A Third & Championship 3A Third & Championship

Session 4 2A Third & Championship 4A Third & Championship

Page 24: Seeding and Grouping Policy Review; 3- and 4-Class Expansion Models IHSA Principals Rules Meetings 2005-06.

Schedule for 4-Class System (volleyball)

• The state final schedule for girls volleyball would be as follows:

State Finals weekendFridaySession 1 Semifinals in two classesSession 2 Semifinals in two classes

Saturday Session 3 Third & Championship in two classesSession 4 Third & Championship in two classes

Page 25: Seeding and Grouping Policy Review; 3- and 4-Class Expansion Models IHSA Principals Rules Meetings 2005-06.

4-Class System• In this proposal:

– Schools will be guaranteed to play both days of the state finals.

– Schools will only participate in one contest each day.

– Schools will be able to sell tickets for both days and be finished with ticket sales before the tournament starts.

– A school would be in the same class for each sport in the 4-class system. No school would be in Class A in one sport and Class 2A in another sport.

 

Page 26: Seeding and Grouping Policy Review; 3- and 4-Class Expansion Models IHSA Principals Rules Meetings 2005-06.

Geography of schools in the sample 4-class system

• The following maps show the location of the girls basketball schools in each class under the proposed 4-class system. (Other sports are very similar.)

• These maps will be available for review online in the IHSA Schools Center.

Page 27: Seeding and Grouping Policy Review; 3- and 4-Class Expansion Models IHSA Principals Rules Meetings 2005-06.

1A

Page 28: Seeding and Grouping Policy Review; 3- and 4-Class Expansion Models IHSA Principals Rules Meetings 2005-06.

2A

Page 29: Seeding and Grouping Policy Review; 3- and 4-Class Expansion Models IHSA Principals Rules Meetings 2005-06.

3A

Page 30: Seeding and Grouping Policy Review; 3- and 4-Class Expansion Models IHSA Principals Rules Meetings 2005-06.

4A

Page 31: Seeding and Grouping Policy Review; 3- and 4-Class Expansion Models IHSA Principals Rules Meetings 2005-06.

Sample 3-Class System (based on 2005-06 enrollments)

% of member schools enrollment• Class 1A 50% of all member schools up to 527

375 total member schools

• Class 2A 25% of all member schools 527 to 1513188 total member schools

• Class 3A 25% of all member schools above 1513188 total member schools

  (Number of schools in each sport by class)Total BTrack GTrack BGolf

1A 375 232 232 2272A 188 159 159 1513A 188 170 170 144

Total 561 561 522

Page 32: Seeding and Grouping Policy Review; 3- and 4-Class Expansion Models IHSA Principals Rules Meetings 2005-06.

3-Class System

• Rationale:– Creates balance in terms of schools and entries in

each class.– Creates consistent classes for schools in those sports

that may go to 3 classes.– Keeps reasonably close to 2- and 4-class philosophy.

Page 33: Seeding and Grouping Policy Review; 3- and 4-Class Expansion Models IHSA Principals Rules Meetings 2005-06.

3-Class System

• Using the 50 / 25 / 25% split of the member schools the following is true for track & field:

Class # of part. schools % of actual event entries

Class 1A (up to 527) 232 35%

Class 2A (above 527-1513) 159 29%

Class 3A (above 1513) 170 35%

Page 34: Seeding and Grouping Policy Review; 3- and 4-Class Expansion Models IHSA Principals Rules Meetings 2005-06.

3-Class System

• Using the 50/25/25% split of the member schools the following is true for boys golf:

Class # of part. schools # of players

Class 1A (up to 527) 227 1325 players (43%)

Class 2A (above 527-1513) 159 885 players(29%)

Class 3A (above 1513) 170 860 players(28%)

Page 35: Seeding and Grouping Policy Review; 3- and 4-Class Expansion Models IHSA Principals Rules Meetings 2005-06.

3-Class System

• Divides the number of schools and the number of entries equitably for each of the three classes.

• Allows the sectionals in each class to qualify the same number of entries to the state finals and provide a comparable state final for each class in that sport.

Page 36: Seeding and Grouping Policy Review; 3- and 4-Class Expansion Models IHSA Principals Rules Meetings 2005-06.

3-Class System (Track)

• Track would have 12 sectionals in each class with approximately 14 to 19 schools assigned to a sectional. This would increase the number of state qualifiers by a minimum of 224 participants.

• Each class would qualify a minimum of 432 athletes to the state final meet.

Page 37: Seeding and Grouping Policy Review; 3- and 4-Class Expansion Models IHSA Principals Rules Meetings 2005-06.

Geography of schools in the sample 3-class system

• The following maps show the location of the girls track & field schools in each class under the proposed 3-class system. (Other sports are very similar.)

• These maps will be available for review online in the IHSA Schools Center.

Page 38: Seeding and Grouping Policy Review; 3- and 4-Class Expansion Models IHSA Principals Rules Meetings 2005-06.

1A

Page 39: Seeding and Grouping Policy Review; 3- and 4-Class Expansion Models IHSA Principals Rules Meetings 2005-06.

2A

Page 40: Seeding and Grouping Policy Review; 3- and 4-Class Expansion Models IHSA Principals Rules Meetings 2005-06.

3A

Page 41: Seeding and Grouping Policy Review; 3- and 4-Class Expansion Models IHSA Principals Rules Meetings 2005-06.

Travel Policy

• The IHSA Board of Directors is also looking for feedback on its Travel Policy

• The current interpretation by the Board limits the number of miles a school can travel to participate in a contest.

• The current limit is 500 air miles (one way)

Page 42: Seeding and Grouping Policy Review; 3- and 4-Class Expansion Models IHSA Principals Rules Meetings 2005-06.

Travel Policy

• The Board is reviewing a proposal that would focus on loss of school time in place of mileage traveled.

• The proposal would stipulate that schools can not miss more than one school day to participate in an out of state contest.