Casady School Magazine | 2021-2022

CASADY M AG A Z I N E

Annual Report

2020-2021

With Great Pride We celebrate the entire Casady Community for our successful navigation of the uncharted waters of educating during the pandemic of 2020 and 2021.

CASADY SCHOOL 9500 N Pennsylvania Ave Oklahoma City, OK 73120

405.749.3100 | www.casady.org 1

Casady School is a PreK-12, independent, college preparatory Episcopal day school committed to deeper-level learning. Casady School welcomes a student body that reflects the diversity of the world around us and therefore does not discriminate on the basis of race, color, religion, gender identity, sexual orientation, socioeconomic status, nationality, or ethnic origin in administration of its educational policies, admissions policies, scholarship and loan programs, athletics, and other school-administered programs generally accorded or made available to students at the School.

CASADY SCHOOL Our Mission

Nathan L. Sheldon Head of School

Casady School develops excellence, confidence, and integrity in students and prepares them with the skills and knowledge that serve as the foundation for success.

Our Beliefs David W. Gorham Associate Head of School

We believe an exceptional education should cultivate those habits of mind and character that enable individuals to flourish at each stage of life. Casady School’s proven collegepreparatory curriculum focuses on the full development of each student, in mind, body, and spirit.

We believe the mind should be nourished and developed; therefore, our academic program provides our students the

Dr. Merry Sorrells

challenges and opportunities necessary to develop critical

Interim Associate Head of School

and creative thinking skills, the ability to plan, evaluate and implement actions, and most importantly, the support to nurture their passions.

We believe competitive athletics and physical education are central to the development of leadership and teamwork as well as self-confidence and respect for others. Our students are participants rather than simply spectators. Casady provides healthy and competitive opportunities that are

Jeff Bingham Chief Financial Officer

critical to developing an appreciation for wellness and fitness in each student.

We believe strong spiritual and moral values provide an essential foundation for one’s life; therefore, the School provides instruction in the basic tenets of the Christian faith as expressed in the Episcopal tradition. Central to the school are daily chapel services and instruction in theology and ethics.

Casady embraces individuals regardless of belief and values

James Bonfiglio Director of Operations

an understanding of all faiths.

As such, we help our students succeed by challenging and supporting them in every aspect of their educational experience. The result is that our students are given every opportunity to realize their potential and use it to make a difference in their community.

Betty Jane Garrett ’86 Director of Institutional Advancement 1

Board of Trustees 2021-2022 The governing board, Casady School’s Board of Trustees, is comprised of distinguished alumni, caring parents, and key business leaders. These individuals are selected because of their passion for education, the well-being of our students, and the overall best interest of our School. At Casady School, we pride ourselves on the strong leadership found throughout our community.

Officers Jenee Naifeh Lister ’82 Chair Marianne Brown Rooney Treasurer Eric S. Fisher Sr. ’84 Secretary

Accreditations and Memberships: Casady School is accredited by the Independent Schools Association of the Southwest (ISAS) and the Southwestern Association of Episcopal Schools (SAES) and belongs to the National Association of Independent Schools (NAIS), the National Association of Episcopal Schools (NAES), the Association of College Admission Counseling (NACAC), American Montessori Society (AMS), and the Association of College Counselors in Independent Schools (ACCIS). Casady School athletically competes in the Southwest Preparatory Conference (SPC) in Grades 9-12 and the Catholic Grade School Athletic Association (CGSAA) in Grades 4–8. The School is a member of the Malone Schools Online Network (MSON) through the Malone Family Foundation and the Independent School Data Exchange (INDEX).

Nathan L. Sheldon Head of School

Board Members Alice Sias Pippin ’80 Anthony D. Jackson, M.D. C. Miles Tolbert ’82 Colin M. FitzSimons David R. Harlow ’80 Denise Parsons E. Carey Joullian IV Henry J. Hood ’78 John Covington ’79 John D. Hart Justin W. Cope Katherine Walker Buxton ’92 Marisa Records Mark Beffort R. Murali Krishna, M.D. The Rev. Poulson Reed, Ex-Officio Victoria W. English

CGSAA

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Table of Contents 8

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Casady Curriculum

Student Wellness

Class of 2021

10 Strategic Academic Plan 11 The Journey Ahead 12 Montessori Education

17 Student Support Services 18 Student Health Services 19 Our Path Forward

21 Class of 2021 Recap 21 Matriculation

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Faculty Spotlight

Alumni Spotlight

22 Award Honorees 26 Retirees

32 The Oregon Trail 34 Building a Moral Machine 34 Alumni Awards

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Nathan L. Sheldon Head of School

Dear Casady Community, Recently, we hosted nationally renowned adolescent child psychologist, Dr. Lisa Damour, to visit with our community about healthy social, emotional levels during times of challenge.

I appreciated Dr. Damour’s remarks to our parents and faculty and to our Middle and Upper Division students as they embark on their studies and activities. Dr. Damour’s message validated what Casady School has focused on for more than 70 years: a holistic approach to educating young people in mind, body, and spirit.

The past three school years, in the midst of a pandemic, have been anything but normal. However, we have held steadfast to the belief that our students will always be emotionally safe to engage in deeper level learning, regardless of the distractions around us. Dr. Damour refers to three C’s for learning: Connection (sense of relationship), Calm (feeling of safety), and Content (engage in learning). For me, as a math guy, what struck me was the fact that the order of operations in the three C’s matters!

Children need to feel that they have a strong relationship with their teachers, and students need to know that their classrooms are a safe place to take academic risks; only then can teachers dream of having their students learn Content and skills.

Casady has always understood the need for Connection and Calm before we can ask our students to learn Content and skills. Our founders understood this when they set out to create a School that was first relational and safe, and then academically challenging. In this order, the learning will go deep and will be engaging in real and meaningful ways. Our guiding and closing statement of our Portrait of a Graduate is for our students to thrive and live lives of balance, purpose, and joy. Only then can our students go on to change the world for good!

The consistent support and partnership with you, our Casady Community, allows us to build strong student relationships, create safe environments for children to take healthy risks, and engage in durable, in-person learning. I have confidence in our future success and the success of our graduates, and we thank you for supporting the good work we do.

Faithfully,

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Jenee Naifeh Lister ’82, CIMA® Board of Trustees Chair

What a difference a year makes!

The Casady campus ushered in the 2021-2022 school year with a return to normalcy while following protocols to ensure safety of our children, faculty, and staff. Our enrollment trend is strong, which is a testament to Casady’s mission of developing excellence, confidence, and integrity in our students. Our faculty continue to innovate curriculum in order to prepare our students with the skills and knowledge that will serve as the foundation for success.

On the athletic front, our sports teams have returned to normal schedules supported by the Cyclone Booster Club, Casady Parents’ Organization, and our loyal fans. Our Athletic and Physical Education programs are central to the development of leadership and teamwork as well as self-confidence and respect for others. I always enjoy Homecoming, in late October this year, when we welcome our newest Golden Cyclone inductees (two classes this year: 1970 and 1971), Alumni Association honorees, and our newest members of the Casady Athletic Hall of Fame.

Over the summer our Art Departments have filled the calendar with Choir concerts, Orchestra and Band performances, musicals, plays, and visual arts shows. Our Fine Arts faculty continue to offer programs that are imperative in fostering creativity and inspiring the mind, as well as the imagination.

The 2021-2022 school year is swiftly flying by, and I hope you will join me in supporting our students by cheering for them at sporting events, attending theatre productions, or listening to concerts. As always, I want to thank each and every one of you who continues to support Casady School with your time, talent, and treasures. Casady School will continue to thrive because of you. I look forward to seeing many of you on campus this year!

Gratefully,

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The Greatest Blessings

By the Right Reverend Poulson Reed Bishop of the Episcopal Diocese of Oklahoma I didn’t always appreciate Episcopal schools. I attended Saint Christopher’s, a wonderful Episcopal school for boys in Richmond, Virginia, from Kindergarten through 12th grade. Since it was the only school I had experienced directly, my perspective was limited.

But when I went to college, I soon developed a greater appreciation for my Episcopal education. What I noticed first was my academic preparation. The small classes, excellent faculty, and the bright and hard-working fellow students at my Episcopal school left me far better prepared for college coursework than many others.

Later, as a young adult in my late twenties, I saw even more blessings from my Episcopal education, this time on the spiritual side. I realized I had learned on a deep level to “respect the dignity of every human being” (from the Prayer Book), and I found, much to my surprise, that my faith was growing, as well. I was ordained an Episcopal priest a few years later and eventually served as the Rector of a church with a large pre-k to 8th grade school (where I led chapel and taught religion).

Flash forward to today, and you will not find a more enthusiastic fan of Episcopal schools than I. I greatly enjoy my service, as Bishop, with our remarkable and dedicated leaders: Nathan Sheldon and Casady’s trustees. But most importantly, I couldn’t be happier that my own three boys are at Casady in an environment that nurtures their minds, bodies, and spirits. I don’t know if they fully appreciate right now all of the many blessings that Casady has to offer them, but I am confident that, as they grow older, they will see those gifts more and more and treasure them.

Sometimes, the greatest blessings are only visible over time.

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Casady Curriculum

In the spring of 2018, Casady launched its Strategic Academic Plan. This plan outlined that Casady’s future academic initiatives would prioritize student engagement, durable learning, community engagement, and student wellness alongside its continued emphasis on relevant and challenging skills and knowledge.

To support faculty and administration in achieving those goals, the School designated a Director of Curriculum to oversee our entire PK-12th grade Casady Curriculum in collaboration with Department Chairs and Division Directors and in coordination with other program leaders. Together, these curriculum leaders ensure that the Casady Curriculum reflects and continually supports the pillars of our Strategic Academic Plan.

What is the Casady Curriculum?

The Casady Curriculum incorporates all the aspects of the students’ academic life -- from the early days of Montessori all the way to the final exams of senior year, and it includes elements of our School’s unique mission, such as the 7th-12th grade Athletics requirement. As an ISAS/SAES accredited Independent School and subsequent member of the Oklahoma Private School Accreditation Commission, we are able to design and maintain our unique Casady Curriculum while still being fully recognized by the Oklahoma State Department of Education. As such, the Casady Curriculum benefits from, but is not defined by, reference to state and national standards as well as a variety of textbooks, standardized assessment benchmarks, instructional resources, and best practices in PK-12 learning. We make decisions about our curriculum in support of the six attributes of our Portrait of a Graduate and in alignment with the School’s Mission.

What is the curriculum leaders' role?

It’s the job of Casady’s curriculum leaders to keep an eye on all the moving parts that inform our curriculum -to ensure that the academic elements function together effectively across grades, divisions, departments, and programs. Curriculum leaders review and support the Casady Curriculum through a mission-based lens in order to ensure purposeful and meaningful student learning. The daily work is as dynamic as our curriculum itself and is guided by five key principles:

Principle #1: Vertical Alignment We have the privilege of being a school where all of our PK-12th grade students not only share a campus, but also share one Casady Curriculum. Though different skills and concepts are emphasized at different grade levels, our One School approach to curriculum means that we have the opportunity and responsibility for ensuring that each level of education at Casady successfully prepares students for the next one. The Curriculum Department monitors our curriculum through this lens of vertical alignment by facilitating strategic conversations among teachers across grade levels and divisions. Teachers meet to discuss and compare data, assessments, standards, and practices so that the progression is sequenced and intentional in preparing students for each new stage of learning.

Principle #2: Data-Driven Decision Making When Casady students take standardized assessments such as STAR, DIBELS, ERB/CTP, the ACT, and AP exams, we use those results to inform instructional and curricular decisions. The curriculum leaders facilitate both high-level and skill-by-skill data review of these assessments alongside administrators and teachers as one important piece of our curricular decision-making. In addition, they collect and review other forms of important qualitative and quantitative data to give us insight into our programming. We review data both at strategic intervals throughout the year and also when we are doing “deep dive” explorations into specific programs.

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Principle #3: Nationwide Benchmarking The curriculum leaders pay attention to both local and national curricular standards as we reflect on our own curriculum. Though the Casady Curriculum is not beholden to any specific external state or national standards, we certainly review our curriculum against a variety of benchmarks to ensure that students have the learning they need to be successful outside of Casady. We review our curriculum alongside the Oklahoma Academic standards.

In addition, we reference national guidelines for content area proficiency (e.g, Next Generation Science Standards, American Council on the Teaching of Foreign Language, etc.). We also benchmark against a nationwide network of peer independent schools through our membership in the Independent School Data Exchange (INDEX) and other academic associations.

Principle #4: Cross-Pollination We intentionally promote opportunities for teachers and departments to cross-pollinate with one another as they design their respective projects and courses. Students benefit when they are able to make meaningful connections in their learning across subject areas. And certainly, some of the most durable and engaging learning happens at Casady when teachers collaborate “across the Lake” to design learning experiences involving different grade levels or division areas. Our leadership seeks to facilitate the kinds of occasions where teachers can both formally and informally connect over their respective courses in these mutually beneficial ways.

Principle #5: Reflective Practice Ongoing, intentional reflection is one of the most enduring best practices in PreK-12 education. For teachers, this kind of reflective practice involves considering lessons, learning objectives, or instructional practices through the lens of student learning. Are students learning what was taught? How do we know? Is this the best it can be? What new opportunities or experiences could enhance this lesson moving forward? How successfully are we balancing and embedding the skills and knowledge of our Casady Curriculum? How might we imagine our curriculum in the future?

These are the kinds of questions which the curriculum leaders pose with teachers across campus.

Moving Forward A robust, meaningful curriculum is both centered and dynamic. This means that the work of our curriculum leaders is ongoing for each new intersection of faculty, students, and classroom learning, creating a fresh opportunity to revisit, reaffirm, and refine the Casady Curriculum together. Throughout this ongoing work, the principles of vertical alignment, data-driven decision making, nationwide benchmarking, cross-pollination, and reflection remain consistent no matter the department or division. From our youngest PK learners to our oldest Upper Division seniors, all our students experience the same Casady Curriculum centered on developing excellence, confidence, and integrity and preparing students with the skills and knowledge that serve as the foundation for success.

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Strategic Academic Plan Since 1947 Casady School has been preparing students with the skills and knowledge that serve as the foundation for successful lives—wherever their lives lead them in this rapidly changing world. Students receive the very best education, which is built upon developing excellence, confidence, and integrity in each student. This passion for individualized, student-driven, durable, and engaging education has remained steadfast over the past 70-plus years.

But the way students learn has evolved, and their school must meet them where they are today.

That mindset inspired Casady School to embark on an evolutionary journey. A journey that ultimately creates more “peak” moments for students. A journey that promotes balance, seeks purpose, and encourages joy.

Casady’s Strategic Academic Plan focuses on five priorities: student wellness, student engagement, durable learning, community involvement, and skills and knowledge. The development of this plan included extensive research and was done in consultation with Independent School Management (ISM), a nationally renowned organization known for its expertise in schedule research and design. All that Casady does reflects these five priorities, leads to “peak” learning opportunities, and stays true to Casady’s mission.

Teaching Programming/Pedagogy Schedule Priorities for Change

Student Wellness 10

Student Engagement

Durable Learning

Community Engagement

Skills & Knowledge

Faculty will aspire to grow...

The Journey Ahead

• Learners

faculty, and student surveys

• Personal Renewal

conducted in the winter of 2016, the School spent two years

• Supportive Demeanor

developing a Strategic Academic Plan focused on what we

• Academic Standards

believe to be a more holistic educational approach. One of the

• Relevant Applications

key initiatives in this forward-thinking, outcome-driven plan

• Passion & Enthusiasm

included new daily schedules for Lower, Middle, and Upper

• One Casady

Divisions, along with a set of pedagogical and programmatic

• Curriculum Design

distinctions that have shaped our curriculum.

After listening to the parent,

• Risk Taking As we collaborated as faculty and administration to develop

Mission Statement Casady School develops excellence, confidence, and integrity in students and prepares them with the skills and knowledge that serve as the foundation for success.

Durable student learning will be: • Collaborative • Authentic • Relevant • Engaging • Interdisciplinary • Customized

this Strategic Academic Plan, it became clear that we wanted to focus on these pillars: • Student Wellness • Student Engagement • Durable Learning • Community Engagement • Continuing our Mission to Develop Skills and Knowledge We believe Casady’s best days are ahead of us. We acknowledge that the path forward will bring real challenges.

William Bridges’ apt analogy comes to mind. Any organization that embraces a journey of transformation will pass through the “neutral zone.“ Our natural human impulse will want a clean, clear, straightforward arrow of direction that gets us safely to the other side. No tension. No discomfort. No disequilibrium.

Unfortunately, that’s just not how growth works. The pathway of real progress is a messy squiggly arrow.

Knowing this, we recognize that we have an opportunity to

Portrait of a Graduate

model for our students the kind of courage, empathy, and

You will know a Casady graduate

this journey as an opportunity to come together as One School.

• I Honor

Because in the end, it all harkens back to our common purpose

• I Learn

and our compelling why, which is our children and our deep-

• I Engage

seated commitment to their well-being and their experience of

• I Innovate

deeper-level learning that fulfills our One Great School’s mission.

compassion we want to form in them. Most importantly, we see

• I Serve • I Thrive

Interested in learning more about Casady’s Strategic Academic Plan? Check out the 2019 Casady Magazine article, which explores each of these priorities in detail.

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Montessori Education After listening to the parent, faculty, and student surveys conducted in the winter of 2016, the School spent two years developing a Strategic Academic Plan focused on what we believe to be a more holistic educational approach. One of the key initiatives in this forward-thinking, outcome-driven plan included new daily schedules for Lower, Middle, and Upper Divisions, along with a set of pedagogical and programmatic distinctions that have shaped our curriculum.

What is Montessori education?

For more than a century now, the child-focused approach that Dr. Maria Montessori, an Italian physician, developed for educating children has been transforming schools around the globe. The Montessori Method fosters rigorous, self-motivated growth for children and adolescents in all areas of their development—cognitive, emotional, social, and physical. Montessori education is student-led and self-paced but guided, assessed, and enriched by knowledgeable and caring teachers, the leadership of their peers, and a nurturing environment. As science discovers more about the workings of the brain and nervous system, Montessori’s theories and methods are validated. She was a woman of genius, ahead of her time.

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Within the community of the Montessori classroom— designed to create natural opportunities for independence, citizenship, and accountability— children embrace multi-sensory learning and passionate inquiry. Individual students follow their own curiosity at their own pace, taking the time they need to fully understand each concept and meet individualized learning goals. This approach to learning is “hands-on.” Dr. Maria Montessori believed (and modern science has affirmed) that moving and learning are inseparable. In the prepared classroom, children work with specially designed manipulative materials that invite exploration and engage the senses in the process of learning. All learning activities support children in choosing meaningful and challenging work at their own interest and ability level. This child-directed engagement strengthens motivation, supports attention, and encourages responsibility.

Uninterrupted blocks of work time (typically 2+ hours in length) allow children to work at their own pace and fully immerse themselves in an activity without interruption. The child’s work cycle involves selecting an activity, performing it for as long as it remains interesting, cleaning up the activity and returning it to the shelf, ready for the next person, and making

another work choice. This cycle respects individual variations in the learning process and facilitates the development of coordination, concentration, independence, and a sense of order, while facilitating your child’s assimilation of information.

A Montessori Early Childhood classroom feels more like a home than a school. There are no desks, nor will a teacher stand at the front of the room delivering a lesson to the whole class. Instead, children are happily working individually or in small groups, at tables or on the floor near small mats that delineate their own space. Teachers work individually or in small groups with children, presenting activities that meet particular needs.

Specially designed learning materials are displayed on open shelves, easily accessible to the children.

Classrooms also include low sinks accessible to the children, child-sized furniture, cozy spaces for quiet reading, reachable shelves with work available for free choice, and child-sized kitchen utensils so the students can eat, prepare, and clean up their snacks on their own. Teachers gently guide students to help maintain the organization and cleanliness of this environment to keep it orderly and attractive and to help the child understand how to care for materials and clean up after themselves—skills that will serve them well throughout life.

In a Montessori classroom, highly trained teachers create a customized environment crafted to the child’s unique abilities, interests, and learning style.

Montessori materials are not only beautiful and inviting but ingenious. The materials available to the child are designed to foster order, independence, coordination, and concentration. They teach only one skill at a time to allow the child to work independently and master the intended concept. The materials are also “self-correcting.” This means the child is able to identify if they have done an activity accurately and try again without intervention from a teacher.

For example, if a large block is stacked atop a tower of shorter blocks, the tower will fall down. Working with self-correcting materials helps children develop confidence and self-sufficiency and promotes critical thinking. In a sense, they become their own teachers—a skill that will last for life.

Casady’s Montessori-based Curriculum Casady’s curriculum is comprised of a sequence of skills that are targeted by defined activities that are usually presented in a specific sequence. The teacher ascertains through observation and interaction with each child where the abilities and development of the child fit within the sequence and guides the child from there. Not every child needs to complete every step in the sequence, and the teacher’s observation is key in discerning when it is advisable to move to the next step. As children move forward, they develop

the ability to concentrate and make decisions, along with developing self-control, courtesy, and a sense of community responsibility. Given the freedom and support to question, probe deeply, and make connections, Montessori students grow to be confident, enthusiastic, and self-directed learners and citizens, accountable to both themselves and their community. They think critically, work collaboratively, and act boldly and with integrity.

Casady’s Montessori-based program in Primary Division follows the Montessori Method and makes adjustments to accommodate the fact that we are part of a bigger School that uses more traditional methods of instruction. The faculty is well versed in the Montessori Method, with lead teachers holding Montessori certification or pursuing certification and guided by experienced teachers during the process.

This makes the team-teaching approach more effective as there is a common understanding of the methods that are used and a cohesive view of the nature of the child. Our kindergarteners mix with the pre-k children in one area in the morning and on the playground, but approach the rest of their day as a Kindergarten group. Kindergarteners are introduced to progressively more advanced Montessori materials and sophisticated, fascinating lessons. And they experience an important period in which their previous learning from working with concrete Montessori materials begins to become permanent knowledge. There are benchmarks that Kindergarteners need to meet to transition successfully to first grade, and the teachers may modify some materials to help the child meet these expectations.

Our goal is for our students to exhibit the independence, critical thinking, and collaboration that they have been practicing during their years in our classrooms, exercising them independently as they prepare to transition to the next level. We also have designed activities that incorporate the features of Montessori’s design to reflect the skills that children need to develop to navigate the modern world.

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At Casady, we are committed to ensuring that our students are prepared to succeed when they leave Primary Division. To ensure this preparedness, our teachers work strategically and intentionally to guide our students through the work and exercises that will develop the skills and knowledge needed for the years ahead.

At times, we use “scaffolding,” a strategy in which the teacher provides minimal support for a student to allow the student to work slightly above their skill level. This close work with our students keeps them progressing in their academic endeavors and allows our teachers to develop a nuanced understanding of their skills and abilities. It is one of the many reasons why individualized instruction is so valued in Primary.

In Montessori schools, academic growth is seen as just one part of children’s healthy development. The method nurtures their social, emotional, and physical growth, ensuring that they are, as Dr. Maria Montessori put it, “treading always in the paths of joy and love.” Casady Primary uses the method of Positive Discipline to assist in the development of the children’s social and emotional growth. The foundational theorists of Positive Discipline, Rudolph Dreikurs and Adolph Adler, were contemporaries of Montessori, and the method of Positive Discipline works in tandem with the Montessori method. Both are based on mutual respect and preserve the dignity of all parties. Rather than reacting to behaviors, teachers are trained to proactively address the cause of misbehaviors and develop strategies that will fulfill the child’s needs.

The tenets of Montessori Education and its prepared environment, dedication to the child’s interests, and appreciation of natural beauty are a cornerstone of both Casady’s Primary Division and the School as a whole.

These principles have encouraged children to do more, to reach higher, and to respect and care for others. Casady Primary Division’s dynamic application of Montessori principles has caused ripples of change throughout the School as a whole, because Casady itself is a reflection of the children who have engaged in the Montessori process.

Casady School makes its intentions with education very clear with its Portrait of a Graduate. It is our intention that every child who leaves our campus to venture forward into the wider world holds these key pillars as sacrosanct.

It is apparent to us that if Maria Montissori were alive today, she would agree with the principles we Cyclones hold so near and dear to our hearts.

Interested in learning more about Casady’s Montessori Based Education?

I am known by the way...

I Honor.

I cultivate my own faith tradition and honor the traditions of others.

I Learn.

I explore the world with inquisitiveness and enthusiasm. I grow in the face of challenge and share my best ideas with others.

I Engage.

I participate in positive local and global communities and embrace the rights and responsibilities of citizenship.

I Innovate.

I commit to creative solutions and inspire others to action.

I Serve.

I act with compassion, empathy, and integrity, and I respect the dignity of others.

I Thrive.

I live a life of balance, purpose, and joy.

I am a Casady graduate.

Montessori Tenets Coordination Concentration Independence Sense of Order

Montessori Based Highlights Sensory Based Learning Following the Child Individualized Instruction Intentionality Ability to Meet Students Where They Are Development of the Whole Child

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Student Wellness in a Changing World

The nature of educational technique is that it is just as malleable as the minds of the students being taught. Like any scientific pursuit, education experts constantly refine and innovate, discard, and evolve the methods used to teach the citizens of tomorrow. Casady School is resolved to stay abreast of the latest innovations in the field to effect forward progress.

One such innovation is in the field of student wellness, a term that expands constantly as we discover what it means to be a learner in the modern world. Wellness refers not only to the physical, but the mental wellbeing of students.

While it has been common knowledge that the best educators tend to the whole child, COVID-19 has brought certain, unavoidable truths to light about the decline of students' wellness around the world.

According to a 2021 study published by the student advocacy charity Young Minds, 67% of participants said that they believed the pandemic will have a long-term negative effect on their mental health. For many of these children, being out of school has denied them access to the wellness support structures they had come to rely on. It is clear that schools will have a major role to play in the recovery of students young and old from the blight of COVID-19. In fact, this year State University of New York announced a $24 million investment in their mental health and wellness services for students.

Casady’s Student Support and Health Services departments are entrusted with the sacred task of tending to wellness needs in our student body. The Student Support Services Team has grown exponentially over the past 10 years to include counselors and learning specialists who support students in all four divisions. Likewise, the School’s robust Health Services Team includes the school nurse and an assistant and brings together the Certified Athletic Trainers and other support staff as support.

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Student Support Services Casady’s Student Support Services Department wears many hats around campus. Their roster consists not only of trained counselors but experienced learning and reading specialists as well. This diverse range of expertise allows them to respond to the various educational, emotional, and social needs of students across all divisions.

Student Support Services provides: • Interventions, differentiation, and accommodations for students with diverse learning needs • Progress monitoring • Consultation with directors, teachers, parents, and community providers • Liaison between student, parent, and teacher • Screenings for academic, behavioral, psychological, and/or social-emotional behaviors of concern • Learning Profiles and intervention plans • Academic assessment and testing • Special accommodations requests for SAT and ACT • Division specific wellness and prevention programs and supports • Crisis Intervention and Response • Individual and group short-term counseling • Goal focused short-term counseling • Cross divisional coordination of learning resources, supports, and services • Referrals to community agencies • Host Parent Universities to discuss student wellness topics

Casady places a large emphasis on nurturing the whole student. We

Samantha Kobs, LPC

believe that, as a School, we have a responsibility to support every student's mind, body, and spirit; not just their academic needs, but also their social/emotional needs. To support those emotional needs, our Trained Counselors take both proactive and reactive measures to ensure student’s needs are being met.

The counseling team is: • Samantha Kobs, LPC – Director of Student Support Services • Misty Reed, M.Ed. – MD/UD Counselor • Candice Clinton-Bailey, LPC – School Counselor

The Counseling team operates under the conviction that by connecting with kids emotionally, they can fully engage them academically. Student Support Services helps to enhance student learning by addressing their social and emotional needs regardless of age or maturity. They also have the resources and capacity to hold interventions and solution-focused, brief counseling for individual students, as well as large groups. Additionally, support is not limited to students; all community members are able to benefit from the department.

Student Support Services provides more than just emotional wellbeing. They also support students with learning differences in the classroom. The department is responsible for ensuring accessibility for a variety of learning styles by providing accommodations in the classroom and for standardized testing like the ACT and SAT. Highly trained, division-specific learning specialists work to monitor the progress of students with learning differences, ensuring that their needs in the classroom are met.

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The Learning Specialist Team is: • Aimee Hanneman, M.Ed., CALT-QR – Lower Division Reading Specialist • Zenie McEwen – Primary Division Reading Support • Tai Shriner, M.Ed. – Lower/Primary Division Learning Specialist • Marla Linton, M.Ed. – Lead Learning Specialist/Upper Division Learning Specialist • Mary Parrish – Middle Division Learning Specialist Learning specialists work closely with families to help create learning profiles, which reflect the strengths and needs of each student with a diagnosed learning difference. The team works closely with teachers and parents to ensure students are receiving the help they need throughout the academic year. All parents are welcome to reach out.

“Parents can access us with any kinds of questions or concerns,” Mrs. Kobs said. “Our knowledge and expertise can be utilized at any stage of the learning process or division.”

We know that the more people who are involved in a student’s life, the more people that a child feels comfortable around and trusts, the more likely they are to excel in school. A large part of that support comes from the spiritual guidance students find in Chapel.

The Reverends Tim Sean Youmans and Kirsten Baer play a significant role in student support on campus. The Chapel program, SoulCraft, is a crucial part of how we share and implement our Social-Emotional Learning (SEL) across divisions.

SEL is a framework for providing opportunities for students and adults to develop the lifelong skills necessary for attaining and maintaining personal well-being and positive relationships. It helps strengthen things such as physical and mental health, moral judgment, citizenship, academics, and personal achievement.

Student Support Services does not plan on waiting for students to come to them; their department is visible, accessible, and involved in student life. In an ever-changing environment like this pandemic, the Casady Community can rest assured that Student Support Services will adapt along with it.

Student Health Services Casady is equipped to handle not only the mental and spiritual health needs of our students, but their physical health needs as well. With a full-time nurse on campus able to respond at a moment's notice, Student Health Services aims to provide quality care around the Lake.

As a department, Health Services: • Collects and analyzes comprehensive data pertinent to health to develop and implement a plan that prescribes strategies and alternatives to attain expected outcomes • Uses ethical strategies to promote a healthy and safe environment, especially regarding health education • Practices in a manner that is congruent with cultural diversity and inclusion principles, as well as a way that is environmentally safe and healthy • Collaborates with key stakeholders in the conduct of nursing practice • Seeks knowledge and competence that reflects current nursing practice and promotes futuristic thinking by integrating evidence and research findings into their practice • Utilizes appropriate resources to plan, provide, and sustain evidence-based nursing services that are safe, effective, and fiscally responsible • Directs health service programs within the School and community that includes evidence-based practice and accountability measures for quality, student health, and learning outcomes

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The Health Services Department reaches every corner of campus to meet the needs of community members across all divisions.

To do so, the department employs several key staff members, including: • Kaitlin Wade, RN – Health Services Manager • Kelsey Lyle – Athletic Trainer • Emily Haney, CNA - Health Services Aide To better serve the student body during COVID-19 and beyond, recovery

Kaitlin Wade, RN

and safety on campus begin with training and information.

“The more I know, the better I am at meeting Casady’s specific needs,” Nurse Wade said. “I also want other community members to be trained; they need to feel comfortable managing a health crisis while EMS is on the way.”

The Health Services Team practices the concept of proactive medicine. They take steps to improve the health of both community members and others around them. Health is not only physical well-being, but the complete harmony of the body, mind, and spirit. Health Services strives for this to be at the forefront of their practice. Decisions are made based on what is believed to be best for the community, and it takes multiple departments to do so. They work closely with the entire School to ensure care is provided at all levels.

During the 2021-22 academic year, Health Services continues to expand their reach around campus. They are dedicated to remaining visible, doing rounds in the division buildings every day so that students and faculty become familiar and comfortable with their presence.

“It’s kind of like how doctors used to do house calls,” Nurse Wade said. “I stop in, say hello, and discover the best way to help our community.”

Nurse Wade will not only be using her eyes and ears to discover areas of growth on campus. She and the Health Services Team will also be rolling out several initiatives aimed at making Casady a healthier place to learn. Health Services is working with the Student Support Services Team to assemble a student life and community wellness committee. Support is needed from every level; students, faculty, parents, and administrators are all responsible for the well-being of our fellow Cyclones.

Our Path Forward Wellness at Casady is in strong, capable hands. Our utmost faith in the Student Support and Health Services departments comes from the trust that they will work tirelessly to safeguard our children.

They are dedicating themselves to being available at a moment's notice, ensuring our community continues working towards wellness even in times of uncertainty.

If you or someone you know within the Casady Community is in need of support, the Student Support and Health Services departments are here to help.

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Class of 2021

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Class of 2021 Recap 97%

admitted into two or more colleges (of students who applied to multiple colleges)

35%

will matriculate in-state

7 plan to participate in

3

different intercollegiate sports

3

77%

National Merit Finalists

15

1

received a scholarship

will attend university honors colleges or programs

65%

will matriculate out-of-state

National Merit Scholar

100%

matriculation to

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different colleges and universities

281

70%

college acceptances to

overall acceptance rate

$8.2M offered in scholarships

126

different colleges and universities

95%

admitted into a top choice colleges

Casady’s Class of 2021 has matriculated to the following colleges and universities: Amherst College

Oklahoma Christian University

University of Central Oklahoma

Brown University

Oklahoma City University

University of Colorado Boulder

Carnegie Mellon University

Oklahoma State University

University of Denver

College of William and Mary

Pomona College

University of Florida

Creighton University

Prairie View A & M University

University of Kansas

DePaul University

Purdue University

University of Michigan

DePauw University

Rhodes College

University of Oklahoma

Emporia State University

Rice University

University of Pittsburgh

Florida Gulf Coast University

Southern Methodist University

University of Science and Arts of

Kenyon College

Texas Christian University

Loyola University Chicago

The University of Texas at Arlington

University of Toronto

New Mexico State University

Tulane University

Vanderbilt University

Oklahoma Baptist University

University of California-Irvine

Washington University in St Louis

Oklahoma

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Faculty Spotlight Award Honorees

Kortney McQuade, The Geneva Hood Award Performing Arts Chair The Geneva Hood award was established in 1978 by Bill and Sue Hood, in appreciation of the fine education their four children received at Casady School. The award was named in memory of, and to honor, the Hood children’s grandmother Geneva Hood, who was a longtime teacher and tutor at Nichols Hills Elementary School. The Geneva Hood Award, in the form of a generous cash stipend, recognizes an outstanding teacher. The award is particularly special as the recipient each year is chosen by his or her peers, the faculty of Casady School. The Hood family's support of the faculty does not end there, however, as the surplus distribution from the endowment is used to support our Faculty Studies programs. These programs are designed to ensure that our faculty remain on the cutting edge of educational programming and technology.

“I have greatly enjoyed my five years at Casady. It is inspiring to teach in a community so committed to learning. Alongside my teaching duties, I have the great joy of spending my days watching students all the way from their first Kindergarten performance to their Senior Showcase. There is nothing quite like watching those wriggly kids learn an instrument, or the shy kids finding confidence from their voice, or how a group of students who don't know each other can come together for a play and leave as a family. I get to see them at each step of their education, growth, and maturity, and while I may not get to teach all of them personally, I know the work I do in the booth or backstage makes those moments possible.”

Karen Towles '65, The Mike Monroney Fellowship Award Retired, Kindergarten Teacher | Montessori Certification The A.S. "Mike" Monroney Fellowship is presented to a faculty member for character, competence, and outstanding classroom teaching.

“My Casady experience has included the roles of student, alumna, parent, and teacher. As a student and a parent, I loved daily Chapel, family-style lunch, our beautiful campus, and being part of the community. I believe that the most important thing about Casady was and is the faculty. As a student, my teachers challenged and encouraged me to do my best in a way that made me feel safe about making mistakes. I graduated believing that I could learn anything, and I have had to learn a lot of things over the years. My children experienced the same challenge and encouragement. To be selected for the Mike Monroney award by my colleagues is an unexpected honor. I am humbled and grateful.”

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Joe Kinney, The John R. Horter Memorial Award Sage Dining Services The John R. Horter Memorial Award is presented to that member of the Casady School faculty or staff who is recognized by his or her colleagues for character, service to the School, and for love of fellowman.

“Winning this award was good, and I am glad I got it. This year, I will have worked at the School for 40 years, and I really appreciate all of the staff and the kids I have met during that time. I want all of the moms and dads to know I am glad I get to help feed their kids. I didn’t know it was coming, and I was so surprised when Mr. Sheldon said my name. If I ever get the chance to get up in front of everyone again, I would say ‘thank you.’”

Sandy Nelson, The Sandra Billups Cerny Award Director of Curriculum The Sandra Billups Cerny Award is presented to that member of the Casady School faculty, staff, or administration who is recognized by his or her colleagues for dedication to the School and excellence in meeting his or her responsibilities.

“This award feels especially meaningful at the end of this very challenging school year, and I am both touched and grateful to receive it. This time last year, like so many people in our community, I had moments of hesitancy and fear about the '20-21 school year. Being able to stand on the other side and receive an award like this certainly is an encouragement to me. Even more so, this award stands as an ongoing reminder to me that any of our individual achievements are always intertwined and built upon the sustained effort and care of the whole community. Because my role in Curriculum and Remote Learning this year involved working with teachers across all four divisions, I can humbly affirm that I was only able to do my job with any success because my colleagues across campus were tirelessly, creatively, and courageously doing their jobs. Not only that but as I've been learning about Sandra Billups Cerny, the Casady teacher for whom this award is named, I am reminded of the fact that Casady is truly built upon the strong foundation that so many members of our community established before us. I'm honored and grateful to be able to be part of this community, both past and present.”

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Dr. Janet Hubbell, The Barbara and Stanton L. Young Award Director of Interdisciplinary Studies | College Counseling The Barbara and Stanton L. Young Award is presented to a Casady teacher who has demonstrated uncommon commitment, dedication, and competence. The recipient holds this honor for three years and each year receives an honorarium from the grant established by Mr. Young.

“I am very grateful and humbled to be recognized with this award.

As a teacher at Casady, I am fortunate to work with students who are intellectually curious, well-rounded, and invested in learning and thinking. Casady affords me the opportunity to know students individually and press into what is valuable to each of them. Playing a part in recognizing what sparks a student's curiosity by noting a quizzical tilt of the head during discussion, or a question that a student wants to explore further in an essay, or even the student who stays after class to continue discussion because something has grabbed their attention is probably the best part of teaching. Establishing this kind of rapport allows me to help students become critical and creative thinkers as well as life-long learners. I can think of no greater honor and responsibility than the opportunity to nurture the courageous minds that ultimately will navigate their way through a complex future. If our goal as a school is to cultivate life-long learners, critical thinkers, and problem solvers then we must model that learning ourselves. Casady provides the space for teachers and students alike to be curious, excited learners ready to honor, to learn, to engage, to innovate, to serve, and to thrive.”

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Danielle Sappington - The Karen Knutson Award Sixth Grade English | Assistant Soccer Coach The Karen Knutson Award was established in 2004 in memory of Karen Knutson, a Casady parent who demonstrated passion, enthusiasm, and love for Casady athletics and its coaches. This award is presented to a full-time teacher who has coached two seasons during the school year and whose encouragement and direction promote growth and confidence in the student-athlete and nurture the development of a productive team spirit.

“As a Casady teacher, coach, parent, and wife, I feel as though students, players, and colleagues are my extended family.

I am both proud and privileged to be part of the Casady Community. As a soccer coach, I'm grateful for the opportunity to join forces with the phenomenal and brilliant head coach Mark Howard, a person I've learned so much from. It is such a joy spending time on the pitch with our amazing studentathletes. I played club and college soccer and am now able to share my love of the sport in a competitive and fun practice and game environment. The entire Athletic Department supports and encourages our players, coaches, and team.

Coach McCarthy gives us a perfect balance of guidance and freedom, support and space. I'm truly thankful to be a small part of the athletic team and to coach alongside such knowledgeable and talented coaches in all sports.”

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Faculty Spotlight Retirees

Erick “Jefe” Chaverri

2020 retiree

32 years at Casady Middle Division Spanish | Soccer Coach “I think it was a blessing to work at Casady School. The best thing was really feeling like the community of Casady supported myself, my wife, and my daughter. I enjoyed the camaraderie of the faculty, staff, and administration. I was the head coach for girls soccer, and I enjoyed that very much. Now that I have moved to Costa Rica, I would like to relax, enjoy life as soon as I can. I would like to travel beyond the countries I have been to, around the world if I can. Back home, though, I would like to help the local food bank.”

Fun Fact: Señor Chaverri planned and led many student trips to his beloved homeland of Costa Rica. During breaks from the school day, Jefe could often be found playing ping-pong with his students; he even sponsored several 8th grade ping-pong tournaments.

Cheri Lamb

2020 retiree

22 years at Casady Lower Division Second Grade “My 22 years at Casady were a true blessing. I had the opportunity to teach amazing children and work with the best teachers. I will always cherish my years at Casady.

However, I am discovering that retirement is really great. I am a Schoolmarm at the Territorial Schoolhouse in Edmond, which allows me to teach children Oklahoma History. I will forever be grateful for my days at Casady, but I’m finding my new life very fulfilling.”

Fun Fact: Mrs. Lamb loved teaching students about Oklahoma and celebrating Oklahoma with 89er Day (now Oklahoma Day). The teachers loved when she baked and brought baked goodies to the lounge. There frequently was something special on the table in the morning as a birthday surprise on a colleague’s birthday. She loved her students with all her heart and taught in the same classroom for her 22 years at Casady.

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Jeanmarie Nielsen

2020 retiree

13 years at Casady Middle and Upper Division Choir | Performing Arts Chair | Musicals Vocal Director “I treasure the relationships I gained with students and colleagues at Casady, bonds that extend beyond the school gates, and I am forever grateful. I have not retired to the rocking chair, as I continue directing the music program at a local church, making quilts, and reading many books. I am most excited, however, to be making plans to return to graduate school to pursue an MFA.” Fun Fact: Every April, Ms. Nielsen led a group of students to the Dallas Classic Contest for Middle School. Anyone who has had the honor of working with her will tell you that she offers an exemplary example of professional respect and patience in every interaction. Her students and colleagues knew her door was always open.

Karen Towles '65

2021 retiree

30 years at Casady Primary Division Faculty | Montessori Certification “My Casady experience has included the roles of student, alumna, parent, and teacher. When I began my career as a teacher in the Primary Division, I was excited to be part of what I considered (and still do) to be the best faculty in the state. I have loved my 30 years of guiding our youngest Cyclones as they begin their Casady experience.”

Fun Fact: An expert in the Montessori Method, Mrs. Towles will continue to coach new teachers at Casady on a part-time basis.

Kathy White '73

2021 retiree

35 years at Casady Fourth Grade Language Arts “Being a teacher at Casady for 35 years was one of the greatest privileges of my life. I also graduated from Casady, so I always say I took ‘Lifer’ to a whole new level. I will miss the camaraderie of a wonderful group of teachers, the joy of working with bright and motivated students, and the beautiful campus. Since retiring, my husband and I have relocated to Michigan to be closer to grandchildren, so new adventures await!”

Fun Fact: Mrs. White is one of the longest-tenured teachers, having been with Casady for 35 years plus 13 years as a student.

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Around the Lake

28

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Athletics

Promoting daily physical activity and healthy habits among students is a core component of Casady’s mission. Casady’s Physical Education (PE) curriculum is taught in grades 1-6 in a progressive sequence to promote a lifetime of wellness and healthy habits, foster healthy team relationships, teach good sportsmanship, and prepare student-athletes to win while teaching life lessons through physical activity and sports. Basic principles of the Positive Coaching Alliance are taught and woven into the curriculum throughout each division. The goal is to provide a comfortable place to participate, explore, and have fun with classmates through movement, key motor skills, and cooperative games. A high value is placed on creating an inviting environment for safe and respectful play.

The positive values associated with being part of a team, and representing Casady prompt growth and self-discovery. Students in grades 7-12 have the option to choose from 21 different sports that are offered during three seasons for the academic year. Every Upper Division student has the opportunity to participate in competitive athletics on either varsity, junior varsity, or freshmen teams.

Athletic Department Philosophy and Purpose Casady Athletics are an integral part the School’s educational programs and follows this philosophy: • Teach student-athletes how to be a member of a team and work toward a common goal.

• Instill in student-athletes the principles of good sportsmanship to help them develop ethical behavior on and off the field.

• Help student-athletes learn to overcome obstacles and build resiliency while dealing with adversity.

• Teach student-athletes how to accept

guidance and criticism from game officials and coaches.

• Help to further develop student-athletes as leaders on and off the field.

• Cultivate a positive attitude towards healthy living and lifelong fitness.

• Provide physical training and an outlet for student-athletes.

• Provide healthy competition.

Athletic Department Goals • Focus on preparing student-athletes to win and teach life lessons through sports.

• Build and foster healthy team relationships while promoting good sportsmanship.

• Provide an environment where studentathletes develop a growth mindset and build character, integrity, and leadership.

• Teach student-athletes to persevere through adversity and compete with dignity and respect for others.

• Teach fundamentals and techniques of each sport in a planned, progressive sequence.

• Promote a lifetime of wellness that encourages student-athletes to develop healthy habits.

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• Ensure proper safety policies and procedures are in place to safeguard students and student-athletes.

• Emphasize participation, encouraging studentathletes to play multiple sports.

• Provide up-to-date and well-maintained facilities and equipment.

• Hire, guide, supervise, and counsel quality coaches.

• Provide easily accessible sports information, responsible scheduling guidelines, and on time communication to our student-athletes and parents.

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The Oregon Trail Reprint from Cyclone Sports Guide Isaiah Levingston ’17 on his path to the Olympic Trials

A journey of a thousand miles begins with a single step.

Casady alumnus Isaiah Levingston’s journey to the 2021 Track and Field Olympic Trials began in eighth grade.

An Oklahoma City native, Levingston joined Casady’s Middle Division in 2012, and it was there that he got his first taste of Cyclone athletics.

“Coming into Middle Division, it was a great time to transition to the School,” he said. “I started to run cross country, and that was really my introduction to being on a team and running long distance.”

After moving into the Upper Division, Levingston continued to run cross country, and picked up tennis along the way. By his sophomore year, however, he had given up both to run track and play volleyball. It was volleyball that really showed him the importance of working as a team, a mindset he would take with him through life.

It was at Casady that Levingston learned that having a team culture allows everyone to thrive and perform to the best of their abilities. Under the leadership of Coach Jay Gallegly, volleyball Cyclones learned to prepare

“My senior year at Casady, I was already signed to play

themselves for competition.

Volleyball at Concordia University - Irvine,” he said. “I

“He called it mental toughness,” Levingston said, “The

was at the John Jacobs Invitational track meet, and I

team would do it before every practice. We would

was really fortunate that Coach Langley was there to

imagine the success we would see in the future, imagine

watch me that day.”

the goals we would need to achieve, both short term

Coach Jerel Langley just so happened to be an assistant

and long term.”

coach for The University of Oklahoma’s Track and Field

Levingston didn’t need to imagine success. He lived it.

Team, and he was impressed.

Named Casady’s MVP three years in a row, Recipient

“He came up to me and said, ‘Hey, you have a lot of

of the Rev. Cannon James R. Harris Award, and an SPC

potential. You should come out and run; come take a

champion in three sports his senior year; Levingston

visit,’” Levingston said. “That visit was so cool, seeing

dominated every competition he touched.

how much they offer their athletes. I decided to commit

Despite his success across sportsdom, track and field

to OU.”

remained Levingston's passion and his pedigree. Both

Levingston leaped onto the track and field scene,

his mother and father ran track during their college

making a name for himself and his team in both

years, as did his sister. It was this siren song that

conference and NCAA competitions. By his junior year,

eventually landed Levingston in the right place at the

he was starting to believe he was Olympic material.

right time. Despite being signed to play a different sport in coastal California, a little luck and a lot of talent brought a different opportunity knocking.

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“That winter, a coach came up to me in the weight room,” Levingston said. “He told me I had the potential to be really great, that I could break world records.

I said I would shoot for it. At an indoor meet, I ran a

record was smashed in front of his eyes by Norway’s

45 second split. That was when I knew I had some

Karsten Warholm during the Olympic final in Tokyo.

momentum. I gave it all I’ve got.”

Another three athletes ran personal bests as well.

That momentum carried Levingston all the way to

Levingston finished sixth. This will not be the end for

NCAA nationals, where his exemplary times had already

Levingston. If Casady taught him anything, it’s to keep

qualified to head to the Olympic Trials. In the final race,

forging ahead.

he took second place, with a personal best time of 48.49 seconds. Only one month later, Levingston found himself in the unnatural heatwave plaguing Eugene, Oregon, for the U.S. Olympic Team Trials.

Executing hurdle perfection is difficult at the best of times. Under pressure to run his best, and to do so among super-star runners like Rai Benjamin and Sydney McLaughlin, Levingston said the nerves were getting to him.

“Never give up on yourself,” he said. “Always keep your head up when it seems you aren't doing as good as you want to be. Persistence is key in becoming an athlete, or anything. Be dedicated.”

For his fellow Cyclones, Levingston said that now is the time to start pursuing their collegiate and Olympic dreams.

“It is definitely possible for you,” he said. “You have to

“It was very, honestly, intimidating,” he said. “I have never been on a stage that large before, but I knew I had to execute. I realized I can hang with these people; I can show them I am worthy of being there too.”

It’s time.

BANG! A starter pistol rings out over the qualifying heat of the men’s 400m hurdles.

Hear Isaiah on the Casady Podcast Network

Levingston fires out of the starting block, his split-second reaction time giving him the edge he needs to finish second. On to the next race.

BANG! The next day, the next race—this one a semifinal. Slower out of the block, but still just enough

know you want to be an athlete in college. You have

speed to bring him into the final alongside Rai Benjamin.

to start working with your lifting coach now. Create a

This next one is the real deal.

program to help you get stronger.”

BANG! In lane nine, Levingston gives it his all. All of the

The mental toughness Levingston learned during

training, all of the mental toughness, all of those long

Cyclone volleyball will continue to push him to higher

hours and late nights. He is a crimson and cream blur,

highs, to faster times, and to bigger stages. That

floating above the track and over his obstacles.

deep-seated determination, a value held by all of his

It’s not enough.

classmates, drives Casady alumni to achieve more around the world.

Rai Benjamin ran a personal best time of 46.83. His run was the best 400m hurdle time in 2021 until the world 33

Building a Moral Machine Jack Ryan ’17 Pushed Through Adversity to Stand on the Edge of A.I. Research

Casady School Alumnus Jack

Ryan persevered; he drew on his time in athletics to

Ryan ’17 stepped onto Casady’s

push through adversity. He leaned on the community

80-acre campus in Oklahoma

when he needed a helping hand, and he let his mind

City when he was 14 years

be open to the academic opportunities his teachers

old. His parents moved from

presented him.

his birthplace of De Ridder, Louisiana, when he was sixmonths-old, but he did not become a Cyclone until his freshman year of high school. That first year at Casady was transformative; the rigorous academic and dedicated student body spurred Ryan’s own ambitions.

"My freshman year at Casady is the most I have grown intellectually in a single year, even compared to my time at Stanford,” Ryan said. “Being surrounded by such smart and hard-working students motivated me greatly."

Ryan threw himself into campus life. Over his four years, he participated in football, wrestling, baseball, cross country, and track for the Cyclones. In particular, he said, it was wrestling that gave him the courage and grit to push beyond his perceived limitations and reach for the stars. In the classroom, teachers like Whitney Finley, Andrew Banecker, and Dr. Jon Powell gave him the opportunity to think about the importance of high-minded concepts, inspiring his interest in moral philosophy, while Chris Halpern, Dr. Jason Reich, and Ruth Miano spurred his love for mathematics.

Ryan did not walk an easy path while at Casady. His mother was unemployed for a significant portion of his time in the Upper Division due to her development of a debilitating medical condition. They were broke and were eventually evicted from their home and forced to resort to their car for shelter.

“On the day we were evicted, we were saved by a parent in the Casady Community, who offered to fund our stay in a hotel until we could find a longer-term solution,” Ryan said. “Facing homelessness was a pretty scary experience, though it made me really appreciate how fortunate I was to attend Casady.”

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Ryan exceled; he found himself with the opportunity to attend ivy league colleges and leading universities. After graduating from Casady in 2017, he started his collegiate journey at Stanford University.

“It took me a few years to figure out what I wanted to do and why, but I eventually decided to pursue A.I. (Artificial Intelligence) safety, which lies at the intersection of difficult moral and technical questions,” Ryan said. “It combines my love of moral philosophy and mathematics from my classes at Casady, and it seems like it could be one of the most important fields to work in over the coming decades.”

The opportunities afforded to Ryan at Stanford have

and we are currently working out our strategy before

broadened his horizons. The summer of 2021, Ryan

applying for funding from the Long-Term Future Fund,”

began living in Oxford, England, working in the offices

he said. “I plan to work on this project part-time as I

at Oxford’s Future of Humanity Institute and helping

finish the last year of my CS Master’s degree."

direct the Stanford Existential Risks Initiative (SERI).

SERI is on the verge of launching a new research program on A.I. alignment, which is the subfield of A.I. safety concerned with building A.I. systems that are aligned to human values. Ryan has been working with some of the world experts in the field to set up the research program. Additionally, over the summer, Ryan worked on improving SERI’s hiring processes, as well as a number of smaller projects, one of which may just shake the world.

“I got to be a co-author on what will likely be a landmark paper in A.I.: On the Opportunities and Risks of Foundation Models,” Ryan said. “The paper outlines

Ryan certainly had a productive summer in 2021.

Next on the horizon is a new organization he is helping kickstart with some friends he made in Boston (tentatively called the Harvard-MIT Project on Existential Risks). For him, this research into A.I. is not just some pie-in-the-sky, aspirational daydream. Ryan believes that the world will experience more change in the next 40 years than it has in the previous 40 years due to the development of more capable A.I. systems.

“The challenge will be in making sure these changes, whatever they might be, are genuinely beneficial and that they benefit everyone fairly,” he said.

the beginning of the next paradigm shift in A.I. and

Jack Ryan’s time at Casady changed the course of his

its societal implications, similar to the paradigm shift

future, propelling him to the cutting edge of modern

that has occurred in the past decade with the rise of

science.

machine learning and deep learning. ”

“Going to Casady was probably one of the most

Ryan has also been working with an Oxford student he

fulfilling times in my life,” he said. “It was definitely

met over the summer on improving the career pipeline

worthwhile, and I couldn’t have succeeded at Stanford

for aspiring A.I. safety researchers.

without the preparation that Casady provided me.”

“There is a lot that needs to be done in this space, 35

Alumni Awards William R. Pape III, Class of 1968, Distinguished Graduate Retired Founder of VeriFone, TraceGains The Distinguished Graduate is someone who has demonstrated loyalty to the School; renders service to the community; excels professionally; and achieves recognition on a local, state, national, or international level.

William Pape '68 is the co-founder and EVP of TraceGains, Inc., a software company that improves food supply chain safety and profitability by helping companies produce better finished goods faster and more cost-effectively. From 1982 to 1998 Will was a VeriFone co-founder, senior manager, and corporate officer until the company was sold to Hewlett Packard. VeriFone pioneered the electronic acquisition and transfer of credit card information and, at the time of the HP acquisition, handled over 65% of the world's daily credit card traffic. Will, one of the first five VeriFone employees, was responsible for company operations, including the technical development groups, the product marketing groups, and the information, system, and controls groups. During this same period, he had an active public speaking schedule on "the virtual corporation," a concept VeriFone pioneered. Will authored the quarterly Virtual Manager column for Inc. Technology magazine for five years, served on the board of another NASDAQ NMS company, and was a lecturer at the National Defense University at Ft. McNair, Virginia.

Will’s family was an integral part of Casady. His mother was D.R. “Bee” Pape, a Montessori pioneer in the Southwest.

She created the first Montessori teacher training program in the 1960s and taught at Casady School for 35 years. At the time of her death, Bee was the Director of Montessori Teacher Education Program at Oklahoma City University and was a 2011 finalist for the American Montessori Society Living Legend Award. Will’s sister, Sally Pape Hester, graduated from Casady in 1972.

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Dr. Marion Garrett Parke, Class of 2000, Alumni Achievement Award Founder and CEO of MARION PARKE Shoes The Alumni Achievement Award recognizes the Casady graduate(s) who has shown outstanding achievement in personal or professional endeavors.

Marion Parke '00 is an American podiatric surgeon and luxury footwear designer. Motivated by her vision for footwear with intelligent design, her brand seamlessly blends thoughtful structure with an elegant, yet edgy style. In her podiatry practice, Marion has treated countless stylish women seeking beautiful footwear with considerate construction. In response to this need, she launched her namesake collection in the Spring of 2016. Her footwear quickly garnered editorial and retailer interest. She was named a finalist for the Accessories Council’s prestigious Emerging Designer Award in 2015 and received Fashion Group International’s Rising Star Award in Accessories for 2018, an honor bestowed upon major names in the fashion industry when their businesses were emerging.

The MARION PARKE footwear collection is carried at exclusive retailers and has been featured in a variety of digital and print publications, including Cosmopolitan, ELLE, Fast Company, Forbes, Glamour, Harper’s BAZAAR, InStyle, Town & Country, VOGUE, W, The Wall Street Journal, WWD, and more. Locally, Balliet's carries the collection.

Marion and her family have deep roots at Casady, including her husband, Dr. Will Parke ’99; her siblings Braden Garrett ’86 and Lizanne Garrett Reger ’01; and her sisters-in-law Betty Jane Harvey Garrett ’86, Laura Parke ’02, and Lindsey Parke Ridgeway ’04. After graduating in 2000, Marion attended the University of Oklahoma, majoring in Zoology. She then attended Dr. William M. Scholl College of Podiatric Medicine at the Rosalind Franklin University of Medicine for her D.P.M., Podiatric Medicine/Podiatry. She completed her residency for foot and ankle surgery at the Westside Regional Medical Center in Plantation, Florida, in 2012.

Carleigh Berryman, Class of 2015, Young Alumni Achievement Owner and Founder of Viva Vita The Young Alumni Achievement Award recognizes the Casady graduate(s) from the last 15 years who renders service to his/her university or community and excels in his/her profession or pursuit of education.

Carleigh Berryman '15 is an international virtual reality and healthcare expert. She has been a featured speaker at conferences across the U.S. and abroad and will be a featured author in the upcoming book Applied Virtual Reality in Healthcare: Case Studies and Perspectives. Most notably, Carleigh is recognized for her work as the CEO & Founder of Viva Vita, a start-up that has delivered virtual reality to thousands of seniors across the United States for better mental health and quality of life.

Prior to launching Viva Vita in 2019 Carleigh earned her degree in entrepreneurship, marketing, and psychology from The George Washington University in Washington, D.C. For four years, she diligently pursued concentrations in Marketing and Entrepreneurship and Innovation, in addition to achieving a minor in Psychology. As a full-time student, Carleigh discovered a passion for talk radio as a show host on the campus’ radio station WRGW. She also became an active member of both Alpha Kappa Psi and Sigma Nu Tau business societies.

Carleigh has acquired experience in business strategy and development, marketing research and strategy, media and digital marketing, advertising, and sales through numerous jobs, internships, and freelance contracts. She has fostered relationships across organizational structures within start-ups and Fortune 500 companies alike, and in doing so, has established a strong track record of dependability and creativity.

Carleigh’s three siblings are also Casady graduates, Peter Berryman ’20, Jackson Berryman ’20, Ruby Berryman ’19.

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Portrait of a Graduate I am known by the way...

I Honor.

I cultivate my own faith tradition and honor the traditions of others.

I Learn.

I explore the world with inquisitiveness and enthusiasm. I grow in the face of challenge and share my best ideas with others.

I Engage.

I participate in positive local and global communities and embrace the rights and responsibilities of citizenship.

I Innovate.

I commit to creative solutions and inspire others to action.

I Serve.

I act with compassion, empathy, and integrity, and I respect the dignity of others.

I Thrive.

I live a life of balance, purpose, and joy.

I am a Casady Graduate.

The outline of the Casady Lake, around which each grade resides, serves as the perfect shape from which the design of the Portrait of a Graduate logo was crafted.

Each outline is highlighted by a vibrant color to convey diversity and how our students live a life of balance, purpose, and joy. Each color is layered to form a symbol reminiscent and in honor of our Cyclone. More importantly, every piece comes together to build on one another - to build a portrait of a community, a portrait of a life, a portrait of a graduate.