11 Steps to Creating Your New Inclusive Team

1. Form your core group of cheerleaders/dancers: It is not necessary to have your entire team join your program. Ideally, you will maintain close to a one to one ratio of students with and without disabilities. Select only cheerleaders/dancers who are dependable, mature, responsible, comfortable working with those with differences, and willing to commit to the program for at least one school year. (See the sample Student Commitment Contract within the Quick-Start kit.) You will need one or two students to serve as captains of the team. These students will lead the practices, communicate information to everyone on the squad, and work with the school administration.

2. Find an adult willing to chaperone, support, and counsel you through the program: Approach an adult who might be interested in serving as your advisor and chaperone. Your coach may be the obvious person to ask, although certainly not the only possibility. Parents, teachers, and school counselors might also be willing to serve in this role. Make sure that any adult you approach understands that, although the program is entirely student-run, he/she must commit to attend meetings and practices, supervise the group at games, and advise the cheerleaders/dancers who run the program.

3. Hold a meeting to define the parameters of the new team: Once you have found your core group of cheerleaders/dancers and your adult advisor, meet to define the parameters of your new team. We strongly advise you to start small. It is much better to start out with just a few students with disabilities and then to grow the program after the program's success is evident. The administration at your school is also much more likely to endorse your program if you have clearly defined it and you haven't taken on more than you can reasonably handle.

   You will need to determine: (1) the age-range for your participants; (2) the total number of students you are able to accomodate on the team; (3) the number, length, and location of practices; (4) the games at which your new team will perform with you; and (5) how long the team will perform at each game.

4. Get your school administrators on board: You must obtain the approval and support from your school administration before you approach potential participants. Within the Quick-Start kit you will find a sample letter that you may use to approach your administration about starting your own team that includes students with disabilities. Arrange for a face-to-face meeting with your school administrators. Plan ahead of time who will speak for your group and what you are going to say. Be sure that you can clearly articulate the purpose for starting a new inclusive team as well as your short and long-term goals. Explain how you will go about finding potential participants, where and when practices will take place, and what you envision the program will look like once it is up and running. Be sure to include your athletic director in this meeting, as you will most likely need to coordinate with him or her to decide when and where your new team will perform. Most importantly, listen carefully with an open mind to any concerns the administration may have. You are proposing something new so you need to expect that the school administrators may have questions about the advisability of supporting your program. Be willing to compromise and negotiate if necessary. 

5. Develop promotional materials: Once you have defined the contours of your program and obtained the support of your school administration, you will need to develop promotional materials that explain the basics about your new team. (See a Sample Promotional Flyer within the Quick-Start kit) Include a date and time for your first informational meeting so that interested participants can meet you and learn more about the program before agreeing to commit. Always seek permission from parents before you include in promotional materials any student's name or photograph and make sure that you have designated a contact person in your group responsible for responding to inquires about the program.

6. Locate participants: Be creative in spreading the word about your new program! You can place brochures and flyers at schools and local businesses, like grocery stores. If your school has an electronic mail system, ask for permission to send a district-wide e-mail with details about the program and contact information. Local radio stations, televisions stations, and newspapers will often make public service announcements free of charge. Organizers of events for children with disabilities may allow you to pass out flyers to families who attend. Finally, never underestimate the power of word-of-mouth advertising. Start talking up the program to everyone you know! You never know when a friend or family member might be aware of someone who would be an excellent candidate for your program.

7. Address the issue of uniforms: As you know, a big part of being a cheerleader/dancer is wearing the uniform. Uniforms are iconic symbols that send the message to the student body and the community: we are all one team! Purchasing new uniforms, however, can be expensive. Before you hold your first informational meeting, you will need to decide what your new cheerleaders/ dancers will wear and who will pay for the uniforms. You may ultimately decide to pass on the expense of the uniforms to your new participants. If so, you will need to provide potential participants with a price point for uniforms at your first informational meeting. We encourage you to try to raise the money for uniforms so that the cost need not be passed on to new participants. 

   We provide several suggestions for fundraising (see Fundraising Tips and Ideas), and The Sparkle Effect has uniform grants available! Check out our simple grant application for uniforms worth $1,000! The Sparkle Effect, in conjunction with our friends at Varsity Spirit Fashions and Do Something, has already outfitted 53 new inclusive teams throughout the nation!

   Keep in mind when ordering uniforms that your new teammates will undoubtedly come in all shapes and sizes. It is important to measure for new uniforms and to choose uniforms that will be comfortable and easy to get on and off. You may want to model the new uniforms after your own but choose longer, pleated skirts and looser fitting shells.

8. Hold an informational meeting with potential participants and their parents: The purpose of this meeting will be to familiarize interested participants and their parents about your program. Be specific, and provide – in writing – all of the information that potential participants will need to make an informed decision. Understand that the program will not be a good fit for everyone. Your job is to clearly and accurately explain the program model, not to "recruit" participants. At your first parent meeting, you might want to demonstrate a few cheers or a simple dance, so that potential participants and their parents can see the types of skills you plan to teach.

   Pass out membership sign-up forms. (See Sample Registration Form within the Quick Start kit)

9. Begin to practice: Now that you have your school's permission and your group of participants, it's time to start practicing. (See Tips for Successful Practices within the Quick-Start kit) We recommend that you begin practicing about six weeks before your team is scheduled to debut. Your new inclusive team might take more time to master skills and remember routines. Be sure to keep practices manageable; we recommend no more than 45 minutes two to three times per week. 

   For cheer teams, be sure to always practice on mats and carefully spot all stunts and tumbling. It is critical that peer coaches remain vigilant and focused at all times. Always work within the skill range of the group and add new skills slowly. Encourage the parents to attend each practice, especially at the beginning. Ideally, you and the parents will form a partnership to ensure that your new teammates have the best possible experience. Don't hesitate to solicit advice from the parents – they know their children better than anyone.

   First and foremost, it is important to remember why you created this inclusive team in the first place. While skill-building is important, the greatest gifts you give to your new team are your time and friendship. Practices should include much repetition of cheers and stunts, dance routines, simple team-building exercises, games, and --most importantly-- fun! Remain patient, positive, and enthusiastic throughout every practice. 

10. Strut your stuff!: You've done the work. You've found creative ways to address the challenges that presented themselves at practices. You've bonded as a team. Now it's time to introduce your new inclusive team to your student body and community. It is time for you to shine!

    Before each game at which your new team will perform, be sure to allow time for your teammates to adjust to the crowd and environment. Game day carries with it many distractions. Your primary focus must be on your new teammates. It is helpful to set up a "buudy system," whereby peer coaches are responsible for ensuring that their buddies are safe and accounted for at all times.

11. Promote your program: Your program is now a huge success. Make sure that people learn about it! Ask your athletic director to include a picture of the new inclusive team in the formal sports program. Contact local newspapers and television stations and tell them about your program’s successes. Consider creating a web page that includes information about your new squad. Be sure to reach out to The Sparkle Effect so that we can add you to our team roster. Finally, tell other schools in your area about the Sparkle Effect and direct them to our website so that they too will have the tools to create their own team!