2020 November/December Rostrum

A PUBLICATION OF THE NATIONAL SPEECH & DEBATE ASSOCIATION

VOLUME 95 ISSUE 2 N O V. / D E C . 2 0 2 0

PROBLEM

SOLVERS How Taipei American School is overcoming new challenges . . . Maybe our students are looking for something bigger right now— something only speech and debate can offer.

INSIDE Read Our 2020-2021 Equity Commitments

SAVE THE DATE

March 5, 2021 • National Speech and Debate Education Day

PLUS The ‘Perfect’ Piece: Finding Great Literature

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NSDA STORE! www.speechanddebate.org /store

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Speech and Debate in the Digital World:

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For each and every student and educator who continues to find ways to use your voices, make

For each andand every student and educator who to to use your voices, make your claims, discover your character, and defend your arguments, we salute you.

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Passion… Elegance… Excellence Passion…Elegance…

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We offer our most sincere congratulations to all of the students who participated in the 2020 NSDA National Speech & Debate Tournament.

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Randy Cox, Director for Speech

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Letter from the Publisher

Board of Directors

We’re all facing a plethora of problems this year. How will we get students ready for online tournaments? How will we know our novices are picking things up? How do we combat Zoom fatigue? How do we keep students safe and learning and excited through unprecedented times? Our minds are full and racing with questions all day, and we’re battling decision fatigue.

While there are a lot of things that are out of our hands, I encourage you to think about what you can change. We’re six feet apart, how can we still connect? Maybe you buoy attitudes with a spirit captain to lead pep talks or send special messages or cards before online tournaments. You’ve got more students than ever interested in the team as other activities are paused? Consider having your varsity students take on more of a role leading practices and mentoring. The new systems and techniques that we are developing have the potential to not only support our community in the present, but to expand access to the activity in the future. As Hall of Fame coach Greg Malis says on page 55, “New is hard. Change is hard. But on the other side of those challenges are improved student experiences.”

In many ways, speech and debate prepares students for the state of the world in which we currently are living. They are creative, critical thinkers trained to look for solutions. They know how to separate opinion from fact, evaluate arguments, and adapt when presented with new information. They know how to work as part of a team to solve a problem. So in celebration of that way of thinking, this issue shares stories, tips, and resources related to problem solving.

The cover story features Taipei American School, where time differences require students to compete in the middle of the night for U.S. tournaments. Yet despite the 3:00 a.m. round times, the program had its most successful recruitment season ever this fall as they focused on the power of student voices. Read the story on page 32 and see what takeaways you find for your program! This issue also features guidance for finding the ‘perfect’ piece (page 28), ideas for creating a more inclusive tournament (page 38), tips for online competition from the USA Debate team (page 50), and highs, lows, and advice from veteran coaches (page 48).

I hope you find useful takeaways and inspiration in these pages. And in case you haven’t heard it lately, you’re doing a fantastic job—even when it feels like you’re flailing and failing. Every day you provide access to speech and debate for students is a day you’re making a difference. This won’t last forever, but the skills you’re teaching students will.

Sincerely,

P.S. Need to crowdsource a solution? Get advice from the community at www.speechanddebate.org/forums.

A PUBLICATION OF THE NATIONAL SPEECH & DEBATE ASSOCIATION

401 Railroad Place, West Des Moines, IA 50265-4730 | Phone (920) 748-6206 J. Scott Wunn, Publisher Amy Seidelman, Editor Vicki Pape, Managing Editor Emily Bratton, Graphic Design Assistant

Newsstand Price $9.99 per issue Member Subscription Price $24.99 for one year (5 issues) Non-Member Subscription Price $34.99 for one year (5 issues)

Rostrum (ISSN 1073-5526), Copyright © 2020 by the National Speech & Debate Association (NSDA), is published five times per year (Sept., Nov., Feb., Apr., and Aug.) by the NSDA, 401 Railroad Pl., West Des Moines, IA 50265-4730.

Business and Editorial Offices: NSDA, 401 Railroad Pl., West Des Moines, IA, 50265-4730. Accounting and Circulation Offices: NSDA, 401 Railroad Pl., West Des Moines, IA 50265-4730. Call (920) 748-6206 to subscribe. Periodicals postage is paid at Des Moines, IA 50318, and additional mailing offices. POSTMASTER: Please send address changes to Rostrum, c/o NSDA, 401 Railroad Pl., West Des Moines, IA 50265-4730.

Rostrum provides a forum for the speech and debate community. The opinions expressed by contributors are their own and not necessarily the opinions of the NSDA, its officers, or its members. The National Speech & Debate Association does not guarantee advertised products and services unless sold directly by the NSDA.

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Pam Cady Wycoff President Minnesota Dr. Tommie Lindsey, Jr. Vice President California Byron R. Arthur Louisiana David Huston Texas Adam J. Jacobi Wisconsin Jennifer M. Jerome Nebraska Renee C. Motter Colorado James W. Rye III Alabama

APPOINTED MEMBERS

J. Scott Wunn Executive Director

Rostrum

ELECTED MEMBERS

ROSTRUM | NOVEMBER/DECEMBER 2020

Alan H. Coverstone Washington, D.C Dr. Mike Edmonds Colorado Thomas M. Rollins Virginia Robert W. Runcie Administrative Representative Florida

To learn more about the Board, visit www.speechanddebate.org/ meet-the-team. You may also contact the Board by emailing board@speechanddebate.org.

The American Legion’s National Oratorical Contest

LOOKING FOR COLLEGE SCHOLARSHIPS?  LOOK NO FURTHER. The first place finisher of The American Legion’s National Oratorical Contest is awarded a $25,000 scholarship, second place $22,500, and third place $20,000.

As part of the National Speech & Debate Association’s ongoing alliance with The American Legion, those top three finishers may also earn the right to compete in Original Oratory or United States Extemporaneous Speaking at the National Speech & Debate Tournament!



Want to get involved? Follow these simple steps!

• Visit www.legion.org/oratorical to learn more.

• Click on “State Contests” to contact The American Legion Department Headquarters located in your state to learn when the first contest in your area will be.

• Also click on “Assigned Topics” to learn the extemporaneous topic areas.

• Prepare your original oration on some aspect of the Constitution with emphasis on the duties and obligations of a citizen to our government.

Patrick Junker of Iowa placed first at the 2019 American Legion National Oratorical Contest

Watch examples of past winning orations online at www.legion.org/oratorical/videos.

In this Issue : VOLUME 95 : ISSUE 2 : NOVEMBER/DECEMBER 2020

From the Cover

Inside

32

2

Letter from the Publisher

6

2020-2021 Topics

Problem Solvers – How Taipei American School is Overcoming New Challenges

Governance and Leadership 8

From Your Board President

22

Membership Minute

9

Board of Directors Minutes

23

News + Notes

24

Tabroom.com Tip

25

Resource Roundup

56

Advocacy Letter

Community 20

Equity Commitments for 2020-2021

28

The ‘Perfect’ Piece: Finding Great Literature

38

Looking From the Outside In: A Practical Guide to Inclusive Tournaments

by Erik Dominguez

by Victoria Freeman with Jan Pizzo 42

National Speech and Debate Education Day: Celebrating Together, Even While Apart

50

USA Debate – The Show Goes On: Adapting to Online Debate

by Liana Schmitter-Emerson and Cameron Kettles 54

Words from the Hall: Greg Malis

Recognition

by Greg Cunningham

View this issue online! www.speechanddebate.org/rostrum

Like us on Facebook www.facebook.com/ speechanddebate Share with us on Instagram @speechanddebate

44

Alumni Angles: Daniel Beaty

48

Coach Profiles: We’re In This Together

52

Student Spotlight: Giving Back Through Service

COVER: Even at 3:00 a.m, students find time for fun! These seniors led the Taipei American School speech and debate team as they competed virtually in the middle of the night at the Taipei Marriott during the 2020 New York City Invitational. Pictured from left to right are Amelia G. (’21), Daphne S. (’21), Eming S. (’21), Kai YM. (’21), and Sydnie C. (’21).

Follow us on Twitter @speechanddebate Follow us on LinkedIn www.linkedin.com/company/nationalspeech-and-debate-association

OUR MISSION Rostrum shares best practices, resources, and opportunities that connect, support, and inspire a diverse community of educators committed to empowering students through speech and debate.

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ROSTRUM | NOVEMBER/DECEMBER 2020

2020–2021

Topics

Current topics, voting links, and resources available at:

www.speechanddebate.org/topics Member students and one chapter advisor per school are eligible to vote!

Topic Release Information Public Forum Topic Release Dates The PF Wording Committee has created a topic area with two resolutions for each topic cycle. There are no longer starter resolutions; all topics that were released as of June 22 are final. One week prior to the topic being released for that topic cycle, chapter advisors and member students will vote on which of the two topics they prefer. The topic that receives the most votes will be the topic for that cycle. This change was made to increase transparency about the topic process and introduce new possibilities for coaches who teach debate in the classroom.

October 1 December 1 January 1 February 1 March 1 May 1 June 19 Aug. 1 - Aug. 7 August 8

November/December PF Topic Announced January PF Topic Announced February PF Topic Announced March PF Topic Announced April PF Topic Announced National Tournament PF Topic Announced List of Potential PF Topic Areas Announced for 2021-2022 Voting for the 2021 September/October PF Topic Occurs 2021 September/October PF Topic Announced

Lincoln-Douglas Topic Release Dates The LD Wording Committee has assigned a set of three topics to each bi-monthly topic cycle. All potential topics for the year were released on June 22. One week prior to the topic being released for that topic cycle, chapter advisors and member students will vote on which of the three topics they prefer. The topic that receives the most votes will be the topic for that cycle. This change was made to involve more people in the voting process and introduce new possibilities for coaches who teach debate in the classroom.

October 1 December 1 February 1 May 1 June 19 Aug. 1 - Aug. 7 August 8

November/December LD Topic Announced January/February LD Topic Announced March/April LD Topic Announced National Tournament LD Topic Announced List of Potential LD Topics Announced for 2021-2022 Voting for the 2021 September/October LD Topic Occurs 2021 September/October LD Topic Announced

NOVEMBER/DECEMBER 2020

Public Forum Debate Resolved: The United States should adopt a declaratory nuclear policy of no first use.

NOVEMBER/DECEMBER 2020

Lincoln-Douglas Debate Resolved: The United States ought to provide a federal jobs guarantee.

The NSDA also offers a “Civil Disobedience” resolution that may be used during the first two months of a novice season. Coaches are encouraged to check with tournament hosts in their area before exclusively prepping for one topic over another.

2020–2021

Policy Debate Resolved: The United States federal government should enact substantial criminal justice reform in the United States in one or more of the following: forensic science, policing, sentencing.

2021–2022 Policy Debate Topic Voting The National Federation of State High School Associations (NFHS) handles selection of the annual Policy Debate topic where each state organization, the National Speech & Debate Association, the National Catholic Forensic League, and the National Debate Coaches Association all have voting privileges.

• •

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Topic meeting to be held in late December 2020.

Watch our website for additional updates in 2021!

ROSTRUM | NOVEMBER/DECEMBER 2020

2020–2021

Big Questions Debate Resolved: Mathematics was discovered, not invented.

National Speech & Debate Association

2020-2021 DEBATE TOPIC R ESO LV ED :

Mathematics was discovered, not invented.

WHAT IS BIG QUESTIONS? Big Questions is a debate format in which high school

G E T I N VO LVE D 1.

APPLY at NSDABigQuestions.org to host your event starting in August.

Apply early—funding is limited!

Virtual events are welcome. Use our free resources to PREPARE for your tournament.

2.

PROMOTE, HOLD YOUR EVENT, and turn in a brief form afterward to PROVIDE FEEDBACK on the event.

3.

SPEND the Big Questions grant award! You can purchase supplies for your classroom or fund speech and debate activities.

and middle school students will grapple with complex worldview questions. They debate both sides of a topic determined at the beginning of the school year. Schools are eligible to earn thousands of dollars by facilitating Big Questions debates. VIRTUAL EVENTS ARE WELCOME!

FORMAT AND STRUCTURE Big Questions is an accessible debate format that can be added to your tournament, held during your classroom period, or even done internally among your team.

The Big Questions format involves two opposing sides debating a topic concerning the intersection of science, philosophy, and religion. Students can choose to compete individually or with a partner.

Competitors are assigned a side, present the case, engage in rebuttal, and participate in question periods.

EARN MEMBERSHIP Due to the demand for the Big Questions grant, only NSDA members will be eligible to receive funding. If you currently are a non-member school, you can use part of your Big Questions grant to cover the cost of membership!

Contact us at info@speechanddebate.org with questions about how to get involved today!

Big Questions is presented by the NSDA through a generous grant provided by the John Templeton Foundation.

APPLY TODAY

OR ACCESS RESOURCES: NSDABigQuestions.org

GOVERNANCE diverse community to inform and impact our mission.

From Your Board President In second grade, my mother and I went to a restaurant to order some take out.

My mother pointed to the menu on the wall and asked me what I would like to order. I said, “I don’t know. I can’t see the options.” My mother looked puzzled and asked, “Why not?”

I told her the letters were hard for me to see. I was literally looking at the sign, but I couldn’t read the words. It was at that moment that my mother knew I needed glasses. Before then, neither of us realized my vision was an issue.

I share this story with you because much like I required glasses to see, read, and understand my choices, so too, can one’s vision or perspective affect all decision making. Realizing this, as a Board, we have actively chosen to view issues facing our community through a DEI (Diversity, Equity, and Inclusion) lens. This lens has often been compared to a pair of glasses because it helps individuals, schools, and organizations to see things from a new perspective— one that offers a clearer focus and more complete view that is needed to achieve equitable outcomes.

My intent is to shape the way you “read” the 2020 Fall Board Meeting minutes. Yes, the complete minutes reflect every action taken during the meeting. However, the following highlights illustrate the Board of Directors’ ongoing dedication to “see” challenges in our speech and debate community through a DEI lens.

• Each of our Standing Committees (Governance, Internal Affairs, External Affairs, and Rules Revision and Evaluation) established targeted goals for the year. As you review their goals, notice that each begins with “advancement

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ROSTRUM | NOVEMBER/DECEMBER 2020

of purposeful equity strategies as a core value and key element of the strategic plan.” These committees meet quarterly to prepare proposals and recommendations for full Board approval. This year, for the first time, a Chairs Committee also will meet quarterly with the President, Executive Director, and key staff to maximize committee work and conscientiously utilize a DEI lens for decision-making.

• The Diversity, Equity, and Inclusion Update included the 2020-2021 Equity Commitments for final review. These commitments were informed and shaped by community recommendations, which included voices from the African American/ Black, Asian-American, Hispanic/ Latinx, LGBTQ+, Womxn, and Persons with Disabilities Coaches’ Caucuses. These caucuses continue to expand in size, scope, and impact.

• The FY20 Development Department Report highlighted funding raised for student technology purchases through our National Tournament Tate Fund and our current Tech Resource Fund. This year, it also included funding for the free Springboard Tournament Series.

• The Technology Update focused on the development of NSDA Campus to provide a low cost, accessible, safe, and secure virtual platform to facilitate tournaments. In addition, equity is consistently at the forefront of plans for the substantial rewrite of Tabroom 2.0 to support ongoing software accessibility for the community moving forward.

• The Board voted to hold a virtual summer 2021 Leadership Conference to bring together our

• Two equity-driven projects offered by the Rules Revision and Evaluation Committee, in collaboration with the Executive Director, were formally approved.

A Judge Adjudication/Accreditation process will build upon current cultural competency training, further address harassment and discrimination issues, and develop objective pedagogical standards for judging. An Equity Officer Working Group designed to formalize guidelines and educational materials for district and invitational tournaments was also established.

• Merit points for asynchronous contests were limited to level the playing field for point accumulation.

• Two notable Oral Interpretation rules were changed. The previous gender rule was revised to be more inclusive by removing gender binary perceptions and portrayal of gender. Additionally, new Oral Interpretation Source Material Publication Rules will be piloted in 2020-2021. This action addressed concerns reported by coaches’ caucus groups that the Approved Website List presented barriers, especially for students in traditionally marginalized and disenfranchised communities. The website also now includes more diverse source suggestions for oral interpretation selections.

It would be short-sighted to believe that our work is done. DEI efforts are ongoing and never-ending. As pledged in our Equity Statement, “We are committed to modeling and fostering diversity, equity, and inclusion for all speech and debate communities.” With a DEI lens, collectively, we are looking forward to 20/20 vision in 2020—and beyond.

To be continued.. .

Pam Cady Wycoff NSDA Board President pam.wycoff@speechanddebate.org

GOVERNANCE

Leadership Board of Directors Fall Minutes

T

he NSDA Board of Directors held its virtual Fall meeting September 18-20, 2020. In attendance were President Pam Cady Wycoff, Vice President Dr. Tommie Lindsey, Jr., Byron Arthur, Alan Coverstone, Dr. Mike Edmonds, David Huston, Adam Jacobi, Jennifer Jerome, Renee Motter, Tom Rollins, Robert Runcie, and Jay Rye. President Wycoff called the meeting to order at 9:03 a.m.

PRIOR MEETING MINUTES The previously approved minutes from the Spring meeting were officially entered into the historical records by unanimous consent.

ELECTION OF OFFICERS Moved by Rollins, seconded by Coverstone: “To suspend the rules and relinquish the chair to Dr. Edmonds for the purpose of running the Board election.”

Passed: 12-0 (Wycoff, Lindsey, Arthur, Coverstone, Edmonds, Huston, Jacobi, Jerome, Motter, Rollins, Runcie, Rye) In even-numbered years, the Board elects its President and Vice President to two-year terms. Any elected member may run for a leadership position, if they have served on the Board for a minimum of two years. Pam Wycoff was reelected for a two-year term as President.

Dr. Tommie Lindsey was reelected for a two-year term as Vice President.

September 18-20, 2020

MISSION MOMENT President Wycoff and the staff shared a “mission moment” to set the tone for the meeting. The segment highlighted historical milestones of the organization from its founding in 1925 to present day. Afterward, Board members discussed their takeaways from those events through the lens of equity and inclusion as they related to the organization’s core mission, vision, and values.

GOVERNANCE COMMITTEE Governance Committee Targeted Goals Moved by Edmonds, seconded by Lindsey: “Approve the Governance Committee targeted goals for 2020-2021.”

Passed: 12-0 (Wycoff, Lindsey, Arthur, Coverstone, Edmonds, Huston, Jacobi, Jerome, Motter, Rollins, Runcie, Rye) Annually, the Governance Committee, along with all other standing committees, establish targeted goals for the year.

Primary goals include: 1) Advancement of purposeful equity strategies as a core value and key element of the strategic plan; 2) Review and assess quarterly Strategic Plan reports related to the goals of the committee; 3) Evaluate and assess the performance of the Executive Director; 4) Review and update the NSDA Board of Directors Handbook to include current best practices, as well as new committee revisions and Board communication protocols; 5) Research, recruit, and recommend potential Board candidates to fill vacancies; and 6) Prepare, conduct, and assess the annual Board evaluation and review, assess, and report on the Board’s priorities and goals.

(continued on next page)

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Executive Director Review

NSDA Board of Directors Handbook

Moved by Rollins, seconded by Jacobi: “Enter into executive session.”

Passed: 12-0 (Wycoff, Lindsey, Arthur, Coverstone, Edmonds, Huston, Jacobi, Jerome, Motter, Rollins, Runcie, Rye)

Moved by Lindsey, seconded by Jerome: “Approve the revised NSDA Board of Directors Handbook.”

Passed: 12-0 (Wycoff, Lindsey, Arthur, Coverstone, Edmonds, Huston, Jacobi, Jerome, Motter, Rollins, Runcie, Rye)

Moved by Jacobi, seconded by Coverstone: “Leave executive session.”

Passed: 12-0 (Wycoff, Lindsey, Arthur, Coverstone, Edmonds, Huston, Jacobi, Jerome, Motter, Rollins, Runcie, Rye) The Board conducted its annual review of the Executive Director. The Executive Director assessment includes eight areas of evaluation: 1) Strategic Leadership and Planning, 2) Program and Services Management, 3) Operations Management, 4) Fiscal Management, 5) Effectiveness of Fundraising/Resource Development, 6) Organizational and People Management, 7) External Liaisons and Public Image, and 8) Board/Staff Relationship. Results are evaluated annually in conjunction with an Executive Director’s SelfEvaluation to establish goals for the year.

Board Self-Evaluation Review Moved by Arthur, seconded by Jacobi: “Enter into executive session.”

Passed: 12-0 (Wycoff, Lindsey, Arthur, Coverstone, Edmonds, Huston, Jacobi, Jerome, Motter, Rollins, Runcie, Rye) Moved by Jacobi, seconded by Rollins: “Leave executive session.”

Passed: 12-0 (Wycoff, Lindsey, Arthur, Coverstone, Edmonds, Huston, Jacobi, Jerome, Motter, Rollins, Runcie, Rye) The Board reviewed the results of their annual Self Evaluation. This includes nine areas of assessment: 1) Mission and Vision, 2) Strategy, 3) Board Composition, 4) Board Structure, 5) Chief Executive Oversight, 6) Financial Oversight, 7) Program Oversight, 8) Public Image and Advocacy, and 9) Meetings. These results serve as the basis for establishing Board Priorities which strive to meet the highest standards for governing non-profit organizations and, in turn, best meet the needs of our membership.

Succession Planning The Governance Committee presented draft materials regarding an Executive Director Succession Plan. Having a plan in place is considered a best practice requirement for nonprofit organizations. Over the course of FY21, a plan will be refined and finalized to ensure that the Board is meeting its governance responsibilities in this area.

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The Board revised its handbook to serve as a guide for both incoming and current members as they fulfill their role in governance of the NSDA. It was updated to reflect the Board’s ongoing efforts to further define its roles and responsibilities, guidelines and policies, protocols and procedures, and committees. The Board commended President Wycoff and staff for their efforts to develop this guidebook and resource. Access the handbook online at www.speechanddebate.org/nsda-board-handbook.

NSDA Revised Bylaws Moved by Jacobi, seconded by Arthur: “Ratify the new NSDA Bylaws as presented by the Governance Committee.”

Passed: 12-0 (Wycoff, Lindsey, Arthur, Coverstone, Edmonds, Huston, Jacobi, Jerome, Motter, Rollins, Runcie, Rye) A working group was formed by the Executive Director in Spring of 2020 to recommend updates and revisions to NSDA governing bylaws to accurately reflect procedures and meet current nonprofit standards. These recommendations were first vetted through the governance committee and legal counsel, and then presented to the Board as amended for final review and approval. Access the bylaws online at www.speechanddebate.org/bylaws.

Moved by Rollins, seconded by Rye: “Commend the working committee for their work on revising the NSDA Bylaws.”

Passed: 10-0-2 Aye: Wycoff, Lindsey, Coverstone, Edmonds, Huston, Jerome, Motter, Rollins, Runcie, Rye Abstain: Arthur, Jacobi The Board appreciates the work of former Board member Pam McComas, current Board members Byron Arthur and Adam Jacobi, Executive Director Wunn, and staff for their contributions.

Appointed Board Seat and Proposed Timeline The Board was provided an update on the current status of appointed seats and the Governance Committee’s intent to vet and consider additional members for

current and upcoming vacancies. Over the course of the next few months, the committee will continue its search for potential candidates and will revisit the matter at the December meeting.

DIVERSITY, EQUITY, INCLUSION UPDATE For the past few years the office of the Executive Director has designed and implemented equity and inclusion commitments. These commitments are presented annually to the public. In addition, reports from the summer coaches’ caucuses are annually presented for Board review. In conjunction with these efforts, the staff offered their suggestions regarding next year’s priorities for final feedback and finalized the 2020-2021 Equity Commitments (www.speechanddebate.org/2020-21-equity-commitments) as part of the organization’s overall Diversity, Equity, and Inclusion efforts (www.speechanddebate.org/inclusion).

is to support and maintain equitable speech and debate activities (largely online) in the face of the pandemic.

Therefore, the organization has shifted some internal priorities and job responsibilities this year to help support NSDA Campus and other digital resources, as well as provide guidance for the community regarding online competition, planning for the potential of online districts, and another possible online National Tournament.

2021 DES MOINES NATIONALS UPDATE Catch Des Moines President Greg Edwards and Vice President of Sales Trina Flack discussed the current state of travel and tourism in the greater Des Moines area as well as a projected outlook for the next several months.

The Executive Director and Catch Des Moines team fielded questions concerning the planned 2021 Des Moines National Speech & Debate Tournament.

STRATEGIC PLANNING

INTERNAL AFFAIRS COMMITTEE

Moved by Rye, seconded by Arthur: “Accept the FY20 Strategic Plan end of the year report.”

Passed: 11-0 (Wycoff, Lindsey, Arthur, Coverstone, Edmonds, Huston, Jerome, Motter, Rollins, Runcie, Rye)

Legal Consultation

Assistant Executive Director Amy Seidelman, with the endorsement and support of the Governance Committee, presented the end of year FY20 Strategic Plan Report.

The Executive Director and Assistant Executive Director answered questions about various elements of the report.

The Board commended the Executive Director, Assistant Executive Director, and staff for their development and execution of the FY20 plan.

Moved by Coverstone, seconded by Jerome: “Endorse the FY21 Strategic Narrative.”

Passed: 11-0 (Wycoff, Lindsey, Arthur, Coverstone, Huston, Jacobi, Jerome, Motter, Rollins, Runcie, Rye) Assistant Executive Director Amy Seidelman presented an FY21 Strategic Narrative that reaffirmed the goals of the plan in the wake of the FY20 end of year report and also suggested some considerations for operational prioritizations, outcomes and objectives in the future. As we enter year three of a five-year plan, the organization remains committed to the same five strategic priorities (the overall directional areas the organization will pursue to achieve its mission) of supporting more schools, reaching more students, driving inclusive participation, earning loyalty, and striving for stability.

In addition to striving to meet objectives in each of those five priority areas, we are also focused on what is most important, right now. Staff shared that this focus

Moved by Jacobi, seconded by Lindsey: “Enter into executive session.”

Passed: 12-0 (Wycoff, Lindsey, Arthur, Coverstone, Edmonds, Huston, Jacobi, Jerome, Motter, Rollins, Runcie, Rye) Moved by Jacobi, seconded by Lindsey: “Leave executive session.”

Passed: 12-0 (Wycoff, Lindsey, Arthur, Coverstone, Edmonds, Huston, Jacobi, Jerome, Motter, Rollins, Runcie, Rye) The NSDA’s legal firm provided relevant counsel and updates.

Internal Affairs Committee Targeted Goals Moved by Arthur, seconded by Rollins: “Approve the Internal Affairs Committee targeted goals.”

Passed: 11-0 (Wycoff, Lindsey, Arthur, Coverstone, Edmonds, Huston, Jacobi, Jerome, Motter, Rollins, Rye) Annually, the Internal Affairs Committee, along with all other standing committees, establish targeted goals for the year. Primary goals include: 1) Advancement of purposeful equity strategies as a core value and key element of the strategic plan; 2) Advise and assess steps to provide and maintain financial stability, including continued reduction of expenses to levels no greater than income through goods and services, adding $150,000 per year to the Association’s restricted financial reserves to achieve the goal of $750,000 by the end of FY23 to secure the viability of the organization when confronted

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with adversity or special needs, and development of a multi-year operating budget that integrates strategic plan objectives and initiatives to responsibly plan for and manage the organization’s finances; 3) Assessment of quarterly financial reports; 4) Completion of the annual financial audit and tax return in an appropriate and timely manner; 5) Provide financial reports to both the Governance and External Affairs committees upon request to collectively strive toward meeting strategic plan goals; 6) Continue to utilize expertise and resources available to increase Board member financial literacy; and 7) Review available organizational human resource materials to increase awareness of and need to explore any potential revisions.

Fiscal Report Moved by Rollins, seconded by Edmonds: “Approve the FY20 end of year report.”

Passed: 11-0 (Wycoff, Lindsey, Arthur, Coverstone, Edmonds, Huston, Jacobi, Jerome, Motter, Rollins, Rye) Director of Business and Finance Laura Stein, with endorsement and support of the Board Internal Affairs Committee, presented the end of year FY20 Finance Report for final approval. The Executive Director and Director of Business and Finance answered questions about various elements of the report. The Board commended the Executive Director, Director of Business and Finance, Assistant Executive Director, and staff for not only meeting expectations of the FY20 budget and reporting, but for accomplishing this during a year of unprecedented economic challenges.

FY21 Budget Moved by Lindsey, seconded by Motter: “Approve the FY21 budget as amended.”

Passed: 11-0 (Wycoff, Lindsey, Arthur, Coverstone, Edmonds, Huston, Jacobi, Jerome, Motter, Rollins, Rye) At its Spring meeting, the Board approved the preliminary FY21 Budget. At its Fall meeting, the Board reaffirmed approval of the FY21 budget with recommended amendments from the Internal Affairs Committee, Director of Business and Finance, Executive Director, and Assistant Executive Director in light of the FY20 end of year budget report and finalized FY21 strategic operating goals. This team of individuals was commended by the Board for its conservative approach to the budget in light of the uncertainty of FY20 and the ongoing challenges of FY21.

The Board recessed for the evening at 5:00 p.m. on Friday.

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The Board reconvened at 9:00 a.m. on Saturday.

To open day two of the Board meeting, President Wycoff asked the members of the Board and staff present to join her in recognizing and honoring the life and career of Supreme Court Justice Ruth Bader Ginsburg with a moment of silence. Justice Ginsburg lost her battle with cancer on Friday, September 18, during day one of the Board’s deliberations.

EXTERNAL AFFAIRS COMMITTEE External Affairs Committee Targeted Goals Moved by Rye, seconded by Jacobi: “Approve the External Affairs Committee targeted goals for 2021.”

Passed: 12-0 (Wycoff, Lindsey, Arthur, Coverstone, Edmonds, Huston, Jacobi, Jerome, Motter, Rollins, Runcie, Rye) Annually, the External Affairs Committee, along with all other standing committees, establish targeted goals for the year. Primary goals include: 1) Advancement of purposeful equity strategies as a core value and key element of the strategic plan; 2) Review and assess quarterly Strategic Planning reports related to goals of this committee with a focus on reviewing and assessing key marketing, publications, and public relations efforts; 3) Review and assess goals and measurements established by the Executive Director and the Director of Development and Diversity, Equity, and Inclusion, focusing on development funding raised for mission support; 4) Review and assess quarterly reports of financial goals, including review of key sponsorship agreements as directed by the chair; 5) Ensure 100% Board participation in annual giving and prospecting for development efforts during the 2020-2021 school year.

Development Reports Moved by Rye, seconded by Runcie: “Accept the FY20 Development reports.”

Passed: 12-0 (Wycoff, Lindsey, Arthur, Coverstone, Edmonds, Huston, Jacobi, Jerome, Motter, Rollins, Runcie, Rye) Director of Development and Diversity, Equity, and Inclusion Nicole Wanzer-Serrano presented a thorough report and assessment of organizational fundraising and answered questions. The Board commended the Director of Development and Diversity, Equity, and Inclusion and staff for their achievements in maintaining key development funding streams during FY20, especially noting equity funding for the National Tournament and new Fall activities.

Naming Proposals Moved by Rye, seconded by Jacobi: “Enter into executive session.”

Passed: 12-0 (Wycoff, Lindsey, Arthur, Coverstone, Edmonds, Huston, Jacobi, Jerome, Motter, Rollins, Runcie, Rye) Moved by Rye, seconded by Jacobi: “Leave executive session.”

Passed: 12-0 (Wycoff, Lindsey, Arthur, Coverstone, Edmonds, Huston, Jacobi, Jerome, Motter, Rollins, Runcie, Rye) The External Affairs Committee is responsible for proposing the naming of NSDA awards or contests.

In executive session, the Board discussed several recommendations from the committee for full Board support and approval. Namings approved will be announced at an appropriate date prior to or during the National Tournament.

TECHNOLOGY UPDATE Director of Technology Aaron Hardy provided a thorough update and assessment of advancement in technology, including his vision for the planning and execution of Tabroom.com 2.0 development and other top technology priorities including NSDA Campus and its implementation.

Over the course of the next two to three years, Tabroom. com will undergo a substantial rewrite to allow it to meet the needs of the community moving forward.

NSDA Campus will serve as a significant virtual platform option for the community moving forward as well. Board commended the Director of Technology, Developer Chris Palmer, and staff for their preparedness in addressing and accommodating the increasing tech demands of virtual competition.

well as an Online Tournament Guide (www.speechanddebate. org/online-tournaments) which comprehensively outlines the lessons learned from the 2020 online National Tournament.

Following questions and discussion, the Board commended the Executive Director, Assistant Executive Director, and the entire staff, tournament officials, and hundreds of volunteers for their efforts in executing the 2020 online National Speech & Debate Tournament.

FUTURE LEADERSHIP CONFERENCE Moved by Motter, seconded by Coverstone: “Hold an online leadership conference in the summer of 2021.”

Passed: 11-0 (Wycoff, Lindsey, Arthur, Coverstone, Edmonds, Huston, Jacobi, Motter, Rollins, Runcie, Rye) Upon recommendation of the Executive Director, the Board agreed to hold an Online Leadership Conference in the summer of 2021. This conference will concentrate on how our vast community of leaders in the speech and debate community can come together with a like-minded vision to support and inspire speech and debate activities guided by and grounded in the core values of equity, respect, integrity, leadership, and service.

MEMBERSHIP CORRESPONDENCE In accordance with the Board’s goal of increased membership engagement, letters submitted with ideas, requests, and concerns were included in meeting materials for consideration. The correspondence was addressed by the Board.

Appointed Board members left the meeting at 11:55 a.m. on Saturday.

COPYRIGHT UPDATE

RULES REVISION AND EVALUATION COMMITTEE

Per the Board’s request from the Spring meeting, the Executive Director requested and received from legal counsel a more formal recommendation concerning copyright as it pertains to NSDA interpretation events.

The Board discussed the memorandum and a timeline and/or potential next steps based on recommendations.

The Board requested additional information for its December meeting regarding competition procedures and performances.

Rules Revision and Evaluation Committee Targeted Goals

NATIONAL TOURNAMENT REVIEW The Executive Director provided results from the National Speech & Debate Tournament post-tournament survey as

Moved by Motter, seconded by Jacobi: “Approve the Rules Revision and Evaluation Committee targeted goals for 2020-2021.”

Passed: 8-0 (Wycoff, Lindsey, Arthur, Huston, Jacobi, Jerome, Motter, Rye) Annually, the Rules Revision and Evaluation Committee, along with all other standing committees, establish targeted goals for the year. Primary goals include: 1) Advancement of purposeful equity strategies as a core value and key element of the strategic plan; 2) Establishment of a timeline and strategy to complete last year’s work with the Oral

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Interpretation Ad Hoc Committee and the Unified Manual Simplification Working Group; 3) Creation of a judge accreditation process in collaboration with staff and several key stakeholders; and 4) Creation of a plan to address key ongoing rules issues such as artistic plagiarism, evidence protest rules and procedures, and ongoing rule change submissions from the community via the rule change submission form system.

Online School Participation and Access to Districts Moved by Huston, seconded by Motter: “For the 2020-2021 school year, create a pilot non-regional Level 1 NSDA district composed of educational institutions in the U.S. that offer 100% online instruction and are not temporary online brick and mortar schools.”

Passed: 8-0 (Wycoff, Lindsey, Arthur, Huston, Jacobi, Jerome, Motter, Rye) The NSDA will create and offer a pilot district consisting of online schools in the United States. These online schools must be members that are 100% online educational institutions. This does not include schools that are virtual in 2020-2021 only due to COVD-19; it only applies to schools that have no physical school element. An online school that is part of a current NSDA district would be allowed to move to the pilot online district for the purposes of the pilot year, but they would not be forced to do so. The national office will help facilitate a Level 1 online district qualifying event using NSDA Campus.

Accredited, degree-granting secondary schools that are held 100% online are already permitted to gain membership, but currently, their students must compete at in-person district tournaments. Having a district made up of online schools that competes online is a way to accommodate requests from online institutions, encourage membership, and expand Honor Society and National Tournament qualification opportunities to a new group of students. This would have little to no impact on in-person districts’ numbers, since very few online students are currently part of in-person districts.

All online district tournaments must use the pilot internet rules. Given that students must be able to access the internet for online competition, traditional rules that do not allow internet access during competition can no longer apply. If it is determined that district tournaments are permitted to be held in person in 2021, District Committees may choose whether those in-person events will use the pilot internet rules. In future years when district tournaments are held in person, District Committees will retain the autonomy to choose whether to use the pilot internet rules. However, whether held inperson or online, the National Tournament will utilize the internet rules.

Moved by Motter, seconded by Jacobi: “Implement the amended pilot district qualification rules for Congress permanently as the sole set of rules governing district tournaments beginning in 2020-2021.”

Passed: 8-0 (Wycoff, Lindsey, Arthur, Huston, Jacobi, Jerome, Motter, Rye) The pilot Congress rules are different from the traditional rules in two main ways: first, districts must hold a final round if they have more than one chamber. Second, each session must be scheduled for a total time of 10 minutes multiplied by the number of students in the chamber.

This scheduling requirement offers each student an equal opportunity to speak, and the final round requirement allows for the highest possible level of competition to determine qualification. Additionally, the rules have been amended to give districts autonomy over the size of their chambers within a stipulated range. There is a smaller range required for online district tournaments to ensure chambers are manageable and video conferencing platforms can maintain quality audio and video. The current Unified Manual for the 2020-2021 competition season will be updated at www.speechanddebate.org/ high-school-unified-manual.

Future District Tournament Qualification Procedures

2020-2021 District Tournaments: Internet and Qualification Rules Moved by Jacobi, seconded by Lindsey: “Implement pilot internet rules for Policy Debate, LincolnDouglas Debate, Public Forum Debate, Congressional Debate, and Extemporaneous Speaking at all online district tournaments, and future in-person district tournaments as determined by District Committee autonomy. The pilot internet rules also will be implemented for the National Tournament, indefinitely.”

Passed: 8-0 (Wycoff, Lindsey, Arthur, Huston, Jacobi, Jerome, Motter, Rye)

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Moved by Lindsey, seconded by Jacobi: “Implement amended pilot district qualification rules for speech and debate permanently as the sole set of rules governing district tournaments beginning in 2021-2022.”

Passed: 6-2 Aye: Wycoff, Lindsey, Arthur, Huston, Jacobi, Jerome No: Motter, Rye By modeling the rules, pairing methods, and tiebreaks of tested practices, the NSDA hopes to make qualification processes more consistent with community consensus, lower the barrier of entry for coaches and programs, create predictability in scheduling, and increase both

transparency and accuracy of the qualification process, resulting in a more worthwhile experience for all competitors and coaches. Additionally, given there is no outside tabulation software that can support the traditional up/down rules or California Plan in 2021-2022, streamlining our rules at this time and working to make NSDA software and district support as efficient and cost-effective as possible is the best way to support our community. Focusing on one uniform system better provides an economically sustainable system that enhances both viability of the technology and service of this program for our membership.

Judge Adjudication/Certification Moved by Huston, seconded by Jerome: “Establish a working group to determine process, content, and assessment for judge training and accreditation, including youth protection, cultural competency, and constructive criticism rooted in pedagogical outcomes.”

Passed: 8-0 (Wycoff, Lindsey, Arthur, Huston, Jacobi, Jerome, Motter, Rye) The Board discussed goals associated with the previously announced judge adjudication and certification project and shared individual thoughts on the future efforts of this upcoming working group. Given the expansiveness of the project, work will span over two years, but within that timeline, elements of the project will be made available to the membership upon completion.

Equity Officer Working Group Moved by Motter, seconded by Lindsey: “Establish a working group for recommending equity officers at district tournaments, as well as determining practices invitational tournaments may utilize.”

Passed: 8-0 (Wycoff, Lindsey, Arthur, Huston, Jacobi, Jerome, Motter, Rye) The Board discussed goals associated with the newly announced Equity Officer Working Group and shared individual thoughts on the project. As with NSDA materials that have been made available to invitational tournaments in 2019 to address equity, this working group will offer specific guidelines and materials to further address equity concerns as well as procedures to effectively implement the use of equity officers.

The Board recessed for the evening at 4:10 p.m. on Saturday.

The Board reconvened at 9:03 a.m. on Sunday.

Merit Points for Asynchronous Contests Moved by Jacobi, seconded by Jerome: “In 2020-2021, students may earn points for up to one online asynchronous competition per day.”

Passed: 8-0 (Wycoff, Lindsey, Arthur, Huston, Jacobi, Jerome, Motter, Rye) Students may earn NSDA merit points for asynchronous, recorded competition, but may only earn these points for one asynchronous tournament per event per day. If a student submits recordings to multiple tournaments in a day, the coach should only enter or approve auto-posted points from one competition that day per event. It is important that students still earn merit points for their hard work of putting together a performance and using it to compete in a tournament. However, given the nature of recorded performances, student merit points for asynchronous competition should be limited to one tournament per day.

In terms of fairness and equity, this maintains a reasonable balance within the current system while also leveling the playing field for those who do not have the funding to pay entry fees for two or more tournaments each weekend.

Tabulation software and the NSDA website will not regulate this; it will be the affirmative duty of coaches to ensure the merit points posted are in line with this rule.

(Note: Students may compete in both synchronous and asynchronous tournaments on the same day or more than one asynchronous tournament on the same day. This is only a limit on recording asynchronous points.)

Tabroom.com and Student-Run Events Moved by Jerome, seconded by Huston: “To provide youth protection and security, the NSDA prohibits usage of NSDA-owned tournament software and services (Tabroom.com and NSDA Campus) and awarding of merit points in association with student-run/facilitated events without supervision of an adult who is affiliated with an established, educational institution/organization.”

Passed: 8-0 (Wycoff, Lindsey, Arthur, Huston, Jacobi, Jerome, Motter, Rye) Coaches representing their school, adults representing summer institutes, and officials representing leagues may still use Tabroom.com to run their events. Entirely student-run tournaments will not be permitted to use Tabroom.com or NSDA Campus; however, students are welcome to participate in logistics and tabulation of tournaments held on Tabroom. com or NSDA Campus as long as an adult representing an educational institution is the primary responsible party.

For youth protection and security, especially as we enter a year of online tournaments, it is important that coaches have assurance that events being held on NSDA-owned software requires an adult to be responsible for tournament operations.

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Oral Interpretation Script Adaptation Rules

Policy Debate Preparation Time

Moved by Motter, seconded by Lindsey: “In rules for Interpretation, add the following wording pertaining to adaptation of material: ‘Combining small fractions of sentences or singular words to create humorous or dramatic dialogue, scenes, moments, and/or plot lines not intended in the original literature is prohibited. Transitions only may be used to clarify the logical sequence of ideas.’”

Passed: 8-0 (Wycoff, Lindsey, Arthur, Huston, Jacobi, Jerome, Motter, Rye)

Moved by Huston, seconded by Jacobi: “Expand preparation time for each team in Policy Debate to eight minutes.”

Passed: 8-0 (Wycoff, Lindsey, Arthur, Huston, Jacobi, Jerome, Motter, Rye)

This rule offers further clarification to the current adaptation rules, which the Oral Interpretation Ad Hoc Committee agreed would be helpful for both coaches and students. The rule will include the following example for illustration: “For example, it is not permitted to take one word from page 13 (e.g., ‘home’), a phrase from page 211 (e.g., ‘ran away from’), and a name, (e.g., ‘Tyler’) from page 59 to create dialogue between characters or events that do not exist in the script. For example, adding ‘Tyler ran away from home,’ when this did not occur and was not written in the script, is not permitted.”

Moved by Jerome, seconded by Rye: “In rules for Oral Interpretation, add the following wording pertaining to adaptation of material: ‘The voice/point of view (first, second, or third person) of a script may not be changed.’”

Passed: 8-0 (Wycoff, Lindsey, Arthur, Huston, Jacobi, Jerome, Motter, Rye) This is a clarification to current adaptation rules advocated by the Oral Interpretation Ad Hoc Committee to explicitly preserve the point of view of the written material.

Additionally, the following illustration will be included for clarification: “For example, changing ‘She moved to California when she was 13’ to ‘I moved to California when I was 13’ is not permitted.”

Moved by Motter, seconded by Jacobi: “Remove from the rules for Interpretation: ‘The gender stated by the author must be honored. However, a female contestant may play a male role, and a male contestant may play a female role.’”

Passed: 8-0 (Wycoff, Lindsey, Arthur, Huston, Jacobi, Jerome, Motter, Rye) The Oral Interpretation Ad Hoc Committee and the LGBTQ+ Coaches’ Caucus recommended that this rule should be changed because it uses language that enforces the gender binary, gender stereotypes, and may be harmful for transgender and nonbinary students. Any student may portray any character, but our rules no longer reinforce binary perceptions and portrayal of gender.

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At the online 2020 National Tournament, Policy Debate preparation time was increased from five minutes to eight minutes. The change was wellreceived and gives students additional time to further prepare for and enhance the quality of debates.

Additionally, this adjustment creates consistency with other tournament experiences throughout the year, which reduces confusion and adaptation for both students and judges.

Interp Source Material Publication Rules Moved by Jerome, seconded by Lindsey: “Rules for source material publication in Interpretation will be replaced with pilot rules recommended by the Rules Revision and Evaluation Committee in consultation with the Interpretation Ad Hoc Committee and based upon recommendations from the Coaches’ Caucuses.”

Passed: 8-0 (Wycoff, Lindsey, Arthur, Huston, Jacobi, Jerome, Motter, Rye) To further align with our core value of equity, the NSDA will pilot new rules regarding what sources for material may be used in Interpretation events, including removal of the requirement that digital sources must be found on the Approved Websites List.

Several of these changes are due to strong recommendations from the Oral Interpretation Ad Hoc Committee, the LGBTQ+ Coaches’ Caucus, the Hispanic/Latinx Coaches’ Caucus, and the Black/ African American Coaches’ Caucus. All groups agreed that the Approved Websites List makes it difficult for students to find literature that is accessible and relatable, especially for students from traditionally marginalized and disenfranchised communities. Strict vetting requirements reflect larger structural barriers to publication where literature written by LGBTQ+ or authors of color is often not deemed “acceptable” because it does not conform to traditional publication standards and/or qualify to make it onto previously approved sites. Work completed by the Pedagogical Outcomes Ad Hoc Committee confirmed educational outcomes from Interpretation events are not dependent on restrictive standards surrounding what material is performed. Judges, not prescribed

sources, can be determinants of what constitutes a high quality performance including suitability of material as cut and performed. This change further affords students the opportunity to select literature that represents their identity and experiences within the new expanded publication rules.

Any source material is permitted as long as it meets standards outlined below: 1.​ Original source material must not be written by the competitor who is performing it.

2.​ Original source material must be publicly accessible throughout the duration of the tournament. Digital printed publications such as web pages and PDFs retrieved or purchased from web pages are permitted as long as the web page is publicly accessible throughout the duration of the tournament. Digital unprinted publications such as videos, audio files, and films are permitted as long as the original source is publicly accessible throughout the duration of the tournament and the competitor can obtain an official transcript of the original source. (See 2d. for official transcript details.) a. For print publications such as novels, short stories, plays, or poetry, the original source is the physical book or e-book. Photocopies of original literature are not acceptable. Presenting the physical book or e-book is sufficient to prove that a printed publication is publicly accessible. b.​ For digital printed publications such as web pages, original source material is no longer required to come from online publishing sources listed on the NSDA Approved Websites List.​​The original source must be publicly accessible for viewing or purchase by a simple internet search or by a URL not requiring passwords or access codes. Competitors must also present a printed manuscript to be used in the case of a protest, but presenting a printed copy of a website is not alone sufficient to prove that a digital printed publication is publicly accessible. c.​ PDFs are permitted as long as the website from which the PDF is retrieved or purchased is publicly accessible for viewing or purchase by a simple internet search or by a URL not requiring passwords or access codes. Competitors must also present a printed copy of the PDF to be used in the case of a protest, but presenting a printed copy of the PDF is not alone sufficient to prove that a PDF is publicly accessible.

d.​ For digital unprinted publications such as videos, audio files, and films, the original source must be publicly accessible for viewing or purchase by a simple internet search or by a URL not requiring passwords or access codes.

Competitors must also present a printed official transcript of the original source to be used in the case of a protest, but presenting an official transcript is not alone sufficient to prove that the original source is publicly accessible.

An official transcript is one approved by the original source’s producer, licensing agent, or copyright holder. As long as approval has been granted, an official transcript may be obtained through the aforementioned parties or through an official transcription service such as TranscribeMe, Scribie, or iScribed, which use non-automated, manual transcription.

Note: Additional clarifications will appear in the 2020-2021 Unified Manual and in upcoming issues of Rostrum. As part of the pilot, the membership will have the opportunity to offer feedback for potential revisions or additions in an effort to finalize rules that best meet the needs of our community.

Moved by Motter, seconded by Lindsey: “Maintain a list of websites of literature resources, with expansion to include traditionally underrepresented identities.”

Passed: 8-0 (Wycoff, Lindsey, Arthur, Huston, Jacobi, Jerome, Motter, Rye) The NSDA will maintain a list of websites as a resource for assisting coaches and students with finding materials for use in competition. Students will no longer be required to use only digital sources found on this list. Additionally, one of the key goals of this list will be to provide a more expansive offering of materials for traditionally underrepresented identities.

Moved by Jacobi, seconded by Jerome: “Adjourn.”

Passed: 8-0 (Wycoff, Lindsey, Arthur, Huston, Jacobi, Jerome, Motter, Rye) The meeting adjourned at 12:10 p.m. on Sunday.

QUESTIONS? CONCERNS? IDEAS? We want to hear from you! Send your feedback to board@speechanddebate.org.

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GEORGE MASON UNIVERSITY'S FORENSICS TEAM PRESENTS

The 17th Annual Patriot Games 12/04/2020-12/06/2020 We are proud to announce: An Asynchronous Round Robin Asynchronous preliminary rounds on Speechwire Synchronous outrounds (platform TBD) NIETOC and TOC Bids An unforgettable experience!

Registration and invite can be found on Speechwire.

Contact our Director of Forensics Dawn Lowry at dlowry4@gmu.edu with any questions.

YOUR CURRENT PLAN? MAKE YOUR PLAN! AND WE CAN HELP!

Accomplished Faculty

Innovative Online Curriculum

Winning Students

VISIT US AT WWW.SUMMITDEBATE.COM TO LEARN ABOUT ONLINE CAMPS FOR SUMMER 2021

All Events: PF, LD, Interp, OO and Extemp

COMMUNITY

Equity Commitments for 2020-2021 compiled by Nicole Wanzer-Serrano

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he NSDA continues to work to model and foster diversity, equity, and inclusion in the speech and debate community. We are so thankful for the time and expertise of the coaches’ caucuses held immediately after the National Tournament this year. Thank you to everyone who shared their ideas and feedback through the caucuses or via emails directly to the NSDA.

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(b) Update and increase promotion of our inclusive and equitable tournament checklist. (c) Offer additional training and best practices on making speech and debate more accessible via Rostrum articles and other channels. (d) Evaluate rules and speech and debate topics to ensure they reflect our value of equity. (See pages 16-17 for interpretation rule changes passed at the Fall Board Meeting.)

The NSDA will update organizational core documents to reflect the value of equity.

(a) Continue to increase awareness about the importance of having a harassment and discrimination Nicole Wanzer-Serrano is the Director of Development and Diversity, Equity, and Inclusion for the NSDA.

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(c) Continue to seek ways to involve NSDA students and young alumni in the conversation about equity in our organization.

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(f) Encourage and facilitate mentorship opportunities for coaches from traditionally marginalized and disenfranchised communities through our coach accreditation program.

(b) The NSDA will review all award names and ensure that our honorary namings reflect the diversity of our membership.

The NSDA will highlight, continue to refine, and promote best practices for diversity, equity, and inclusion within the speech and debate community.

(b) Continue to emphasize representation in the National Tournament tab room staff selection process.

(e) Collect, curate, and promote best practices for recruiting, coaching, and mentoring individuals from traditionally marginalized and disenfranchised communities.

(a) After revision to our mission and vision last year, this year the NSDA will update the student Code of Honor and coach Code of Ethics.

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(a) Create and promote additional training for prominent tournament software to enable more local and regional service for coaches from traditionally marginalized and disenfranchised communities.

policy at speech and debate tournaments.

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The NSDA will celebrate diversity and inclusion within the speech and debate community. (a) Continue promoting monthly heritage celebrations. (b) Use videos to showcase the success of our Black students and coaches.

The NSDA will strive for leadership at all levels that represents the diversity of our speech and debate community.

GET INVOLVED To learn more about our ongoing diversity, equity, and inclusion efforts and access related resources, visit www.speechanddebate.org/inclusion.

National Speech & Debate Association

— Core Values — EQUITY • INTEGRITY • RESPECT • LEADERSHIP • SERVICE

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7 Over the next two years, the NSDA will conceptualize a judge accreditation that will meet local and national judge training needs and will equip local tournament directors with actionable steps to create a safer and more equitable speech and debate program.

The NSDA will continue to provide and promote safe spaces for underrepresented or marginalized groups to meet. (a) Continue to provide space and time for coaches’ caucuses to meet surrounding the National Tournament, proactively promoting awareness and attendance of these discussions leading up to the tournament.

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(b) Explore creating or sharing current avenues for an ongoing connection among these communities during the school year.

The NSDA will continue to strive for an equitable and representative judging pool at the National Tournament. (a) With our new judge training initiative, the NSDA will offer and promote a judge accreditation program that incorporates implicit bias and cultural competency training for speech and debate judges at all levels. Cultural competency and other judge training elements will continue to be required for the National Tournament. Learn more at www.speechanddebate.org/ judge-training. (b) Continue to recruit and offer the opportunity for National Tournament judges to self-identify as diversity enhancing.

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The NSDA will develop more resources on implementing an effective equity office at local and regional tournaments to facilitate safer and more equitable speech and debate environments.

The NSDA will run an online speech and debate tournament series free to NSDA members. The NSDA will also provide donorfunded subgrants to schools to help increase access to speech and debate.

To increase our transparency and accountability, we have listed these commitments on our website at www. speechanddebate.org/2020-21-equitycommitments. Throughout the year, we will include updates and hyperlinks on that web page announcing our completion of each item.

Thanks to the generosity of The Julia Burke Foundation, NSDA member students have the opportunity to compete in a series of free tournaments this year. Each event will have a middle school and an open high school division. Schools and students must be NSDA members to enter the tournament. There is no entry fee for participation.

Learn more and register online: www.speechanddebate.org/ springboard-series

Live Speech and Debate Tournament December 5, 2020 Events: Middle school and open high school divisions of Dramatic Interpretation, Humorous Interpretation, Program Oral Interpretation, Original Oratory, Informative Speaking, Prepared Mixed Extemp, Policy Debate, Public Forum Debate, LincolnDouglas Debate, World Schools Debate, and Congressional Debate Register by November 30, 2020

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MEMBERSHIP MINUTE

2020-2021 Changes to District Tournaments

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he safety of our members continues to be our highest priority. Unfortunately, public health officials’ recommendations regarding social distancing and restrictions on community gathering have not changed since in-person NSDA district tournaments were canceled in March.

Below is an overview of changes for this year.

For complete information, please consult the updated 2020-2021 Unified Manual at www.speechanddebate.org/ high-school-unified-manual.

Online Requirement Keeping the well-being of your coaches, students, judges, and communities top of mind, all district tournaments held in 20202021 must be held online in order to be sanctioned as a qualifying event.

Timeline October 31: District Dates Form due via Tabroom.com for any district holding any portion of their tournament in 2020

November 30: District Dates Form due via Tabroom. com for any district holding all of their tournament in 2021

March 1: National Tournament registration opens

April 30: Last date to hold any portion of the district tournament

May 1: National Tournament registration closes

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Internet Rules District tournaments must use the pilot internet rules for debate, Congress, and Extemp in 2020-2021. The pilot internet rules will be used at the 2021 National Tournament.

The following rules apply to all district tournaments held online in 2020-2021.

Virtual Tournament Platforms Districts have autonomy over the software (Tabroom.com or SpeechWire) and virtual video conferencing platform they use to run their online tournament. The Joy of Tournaments is no longer available for use by district tournaments.

In 2020-2021, districts have the choice to use the traditional up/down rules, the California Plan for speech, or the pilot rules in speech or debate. All districts must use the pilot Congress qualification rules. Tabroom. com is the only software that can run the traditional up/down rules or California Plan. Both SpeechWire and Tabroom.com can run the pilot qualification rules.

Districts are responsible for any cost of any virtual video conferencing platform they choose to utilize. We recommend that District Committees review our Online Tournament Guide (www.speechanddebate.org/ online-tournaments) to help select a virtual platform.

ROSTRUM | NOVEMBER/DECEMBER 2020

Asynchronous vs.

Synchronous Speech Districts have the option to run their speech events asynchronously (recorded) or synchronously (live).

The exceptions are Extemporaneous Speaking and Duo Interpretation. In Extemp, the 30 minutes of preparation must be held live. Duo may be held asynchronously even if other events are held live.

Our recommendation is that districts attempt to hold their speech district tournaments synchronously, if possible.

Aside from Extemp, districts must hold all of their speech events the same way; if a district does asynchronous speech, all speech events must be held asynchronously.

If a district does speech asynchronously, they may create their own procedures for certain items—such as how students should record and upload their performances, timelines for submitting performances, duration of the recording, and judging procedures.

Procedures should be consistent across all speech events and communicated well in advance of their event.

Districts are encouraged to consider issues of equity while creating their procedures.

Duo Interpretation Regardless of whether Duo Interpretation is held synchronously or asynchronously, districts must only allow one type of Duo to be performed at a district tournament. Districts may choose one of three options: • Synchronous competition where students perform

live together in the same room • Asynchronous recordings where students perform live together in the same room • Asynchronous recordings where students submit split screen videos

Extemporaneous Speaking Extemporaneous Speaking preparation must be held live; students must have 30 minutes to prepare a speech on a topic they just learned.

After the 30 minutes of prep, students may either give their speeches live to a judge or record speeches to be judged asynchronously. If their speech is recorded after their 30 minutes of prep, students should be given a reasonable deadline by which their recordings must be submitted.

Some tournaments have tried splitting prep rooms by speaker order, some have tried asking students to submit video recordings 38 minutes after topics were released, and some have used automatic draw systems. Districts should create a process that works for them!

Debate (PF, LD, CX, BQ) Debate events must be held live (synchronously).

As long as NSDA evidence rules are followed, districts may suggest different methods for evidence sharing throughout a debate, though no specific method may be mandated.

In partner events, partners may either compete together in the same room or from two different locations.

COMMUNITY

Partners may share a device or use two separate devices. We recommend that all competitors follow local guidelines for social distancing at the time of the tournament.

Congressional Debate The pilot qualification rules for Congressional Debate will go into effect permanently for all 2020-2021 district tournaments.

Instead of a table that mandates X number of students = Y number of chambers, districts may choose their number of chambers within the allowed range of 8-15 students per chamber.

Especially moving to an online environment, smaller chamber sizes are essential to managing a chamber, and the smaller range helps account for the number of students that most tournament platforms, including NSDA Campus, can accommodate in a room with high quality audio/video.

Under the pilot Congress qualification rules, a final round is required. When districts break to their final round, they will choose to advance an equal number of students from each chamber that will get them to a final round within the appropriate chamber size range. The minimum number of participants required to hold the tournament will stay the same, and the number of qualifiers (based on entry numbers) will stay the same.

NEWS + NOTES Check Out the Updated Unified Manual Following the fall Board of Directors meeting, we’ve updated the High School Unified Manual at www.speechanddebate.org/high-schoolunified-manual. Read a summary of the updates in the change log at the bottom of the manual in Appendix E: Change Log or look for the yellow highlighting throughout.

Access Free, Self-Paced Courses As an NSDA member, you have access to free, self-paced courses designed to enhance your coaching skills! Check out what’s available and upcoming on NSDA Learn and read a few highlights below. Take the full courses or pick out the topics relevant to you. Get started at www.speechanddebate.org/learn.

Intro to NSDA Coaching This course is the first stop for anyone still learning the ins and outs of NSDA coaching. In this course, you will learn: • All about NSDA merit points, why they matter, and how to enter them.

• The basics of competitive events and how to access corresponding resources for each event.

• How to manage a team, set standards, and prepare for the season.

• What the different kinds of tournaments are and how to find them.

• What forms of recognition are available for students, coaches, and schools.

Intro to Coaching Original Oratory and Informative Speaking Explore the fundamentals of coaching Original Oratory and Informative Speaking.

In this course, you will learn: • What makes Original Oratory and Informative Speaking unique.

• How to guide students through the speech topic selection, research, and writing process.

• What makes a successful orator or informative speaker, including verbal delivery and nonverbal communication.

• How to help students revise a speech and keep a presentation fresh and interesting throughout the season.

Read Our Inclusive Tournament Checklist We strive to ensure that you are equipped with the knowledge and tools you need to make your tournaments a safe, welcoming, and inclusive place for all. Find the checklist at www.speechanddebate.org/ inclusion and use it as a starting point to measure your tournament’s inclusion efforts or plan for the future!

Questions? We’re here to help! Email info@speechanddebate.org or call (920) 748-6206.

ROSTRUM | NOVEMBER/DECEMBER 2020

23

COMPETITION

TABROOM.COM TIP: Online Coin Flip

Learn More! To read about Tabroom.com features and support, visit http://docs.tabroom.com.

by Kevon Haughton

You will also notice some other features available via the online coin flip.

1

I

f you are hosting an in-person or virtual debate event that requires a coin flip, try using the coin flip feature on Tabroom.com. This feature will conduct the coin flip through Tabroom.com so that students and judges do not need to perform one manually. Not only is it quick and easy to use, it can also help to automate the judging process and ensures a smooth and quick start to the event round.

Follow these instructions to ensure your tournament settings allow for usage of the online coin flip:

In Tabroom.com, go to Settings » Events and select your event.

From the Online tab, toggle “Online Event.”

Click the Tabulation tab and toggle the setting that says “Use Online Coinflips.”

Auto-flip (minutes post publication)

This feature allows Tabroom.com to text/email blast teams about who won the coin flip, giving you full control over how long it takes for a coin flip to occur and the round to start. The number you put here determines the delay time between the publishing of the round and the time that debaters begin the coin flip process. For example, if you set it for “5,” debaters will be notified five minutes after the round has been published whether they won or lost the flip.

2

Flip deadline (minutes post flip publication)

This is the amount of time each entry has to make their selection after being notified it’s their turn to choose a flip side. For example, if you set it to “10,” the winner of the coin flip will have 10 minutes to make a selection after they receive notification that they won or lost the flip. If it’s a Public Forum event, the loser of the coin flip will have 10 minutes to make the other selection after the winner has registered their side or speaker position preference.

The online coin flip feature is an excellent tool because the choices are locked on the judges’ ballots.

Judges will no longer need to tell Tabroom.com which debaters are on which sides and in what order. This functionally automates the judging process, helps to eliminate the confusion about who conducts the coin flip, and guarantees judges’ ballots are always correct based on student decisions.

Kevon Haughton joined the national office in 2020.

As Tournament Services Coordinator, Kevon provides tournament support for coaches using NSDA services such as Tabroom.com and NSDA Campus.

24

ROSTRUM | NOVEMBER/DECEMBER 2020

RESOURCE ROUNDUP

INTRODUCING OUR

STUDENT EXPERT SERIES In this new series, our student experts share their practice tips, in-round strategies, and more in a variety of NSDA events. Students can learn from the best to become their best! Current videos feature Jacqueline Wei, two-time United States Extemporaneous Speaking national champion, Annie Ma, Original Oratory national finalist, and Cornelia Fraser, Public Forum national champion.

Visit our website to learn more, and be sure to complete our brief survey to let us know what topics you would like covered!

www.speechanddebate.org/student-experts ROSTRUM | NOVEMBER/DECEMBER 2020

25

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Highlights: • Compete online at ONE geographic regional and/or the Online Regional • An all-expense paid trip to the National Finals for the top two from each region • Tours, activities, and competition at the Ronald Reagan Presidential Library in Southern California • Access to our extensive alumni network and programs, including paid internships and leadership development This year’s regional topic will be released on November 15, 2020

*Competitors who qualify for the National Championship receive an all-expenses paid trip to the Ronald Reagan Presidential Library in Southern California. In addition to competition, the three-day trip includes a private tour of the library, dinner under the wings of Air Force One, and networking with an extraordinary group of young leaders.

Past participants say: “Reagan Debates emphasize being able to talk to anyone, like Reagan did, with emphasis on empathy and emotion, and not just cold, hard facts.”

- Valerie Wang, MidAtlantic; $1,500 Scholarship

“The moderator questions are creative and help you actually speak to judges.

The resolutions are much more big picture then just plans and policies.”

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*Scholarship Awards Change: Please note that due to reduced institutional revenue during the COVID-19 pandemic, the 2021 GCDS scholarships are reduced to a total of $25,000 until further notice

For competition resources and to register your team, visit us at www.ReaganFoundation.org/GCDS @RRFEducation

@ReaganEducation

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About Trinity University Trinity University, San Antonio’s premier liberal

CLIMBING THE RANKS:

Trinity Debate Team Breaks Top Sixteen in Nation

by Brooke Yung

N

othing, not even the

own against teams from Dartmouth,

cancellation of the

Georgetown, Harvard, Rutgers, and

National Debate

Wake Forest.

Tournament, could stop Trinity

Khullar and Dill aren’t alone in

University’s top debate team from

their success, however. According to

reaching new levels of success.

William Mosley-Jensen, director of

In official rankings quantified

Trinity debate, a duo of Trinity first-

just before the season’s untimely

years also qualified for the National

end, seniors Ansh Khullar (’20)

Debate Tournament at number 78

and Ian Dill (’20) placed number

in the country. Sophomore students

14 in the nation. Their achievement

Loic Rocheleau and Kenneth Nelson

marks a historic first for the

competed in the American Debate

University’s debate program, which

Association’s preliminary national

has never placed a team in the top

championship, placing number 21

16 before.

overall.

Khullar and Dill stand among the nation’s debate giants, holding their

“The future of Trinity debate is

arts and sciences university, is one of the nation’s top undergraduate institutions.

The University is known for its challenging and supportive academic environment, personalized attention from outstanding faculty, large school resources, postgraduate preparation, and vibrant campus life. Trinity encourages students to discover, grow, and become global citizens engaged with the community and the world.

Trinity’s 2,480 undergraduate and graduate students come from 47 states and 63 countries. Students choose from 49 majors, 61 minors, and five graduate programs that integrate conceptual and experiential learning, emphasize undergraduate research, and develop strong leadership skills to accelerate what’s next.

bright,” Jensen says.

Brooke Yung (’20) helped tell Trinity’s story as a writing intern for Strategic Communications and Marketing.

LEARN MORE www.trinity.edu

COMMUNITY

THE ‘PERFECT ’ PIECE Finding Great Literature

If you are looking for the ‘perfect’ piece—this article is not for you. If you are looking for the piece that will propel you to be your best, then let’s get started.

N OT E

E D I TO R’S

by Erik Dominguez Coaches, this article provides advice geared toward students in search of their next script. Please share!

V

isualization is a key to success in any speech and debate event. Seeing yourself on the final round stage, performing and showcasing the hard work that you have put in for months and even years is critical to setting a goal and following through with that goal.

However, every journey starts somewhere.

Interpretation events are a bit unique in that, in order to have the end in mind, you have to start with something that may not always seem like it could fit the national stage.

I am going to start with some bad news: there is no such thing as a ‘perfect’ piece. Most literature selections start off as okay options. Over the years, I have seen students pass over script after script after script, only to see someone else perform it on the national stage. Their excuses were generally the same: it doesn’t seem funny

28

enough, it doesn’t seem dramatic enough, it doesn’t seem like there are enough opportunities for creativity and content.

What these students didn’t see is the opportunity. Many students want the script to immediately pop off the page and be a very clear, dramatic, exuberant performance on first reading.

This very rarely happens.

So, know that you can and should visualize yourself on the national stage. But also know the details, the jokes, the pauses, the words you will use to wow the audience— those usually come months and months after cutting, practicing, exploring, researching, and revising a cutting.

If you are looking for the ‘perfect’ piece—this article is not for you. If you are looking for the piece that will propel you to be your best, then let’s get started.

ROSTRUM | NOVEMBER/DECEMBER 2020

Where to Look?

The first place to look for the best possible, most successful performance piece is the NSDA Unified Manual.

Nope, that’s not a typo.

That’s the truth.

Let me clarify. You won’t find some great dramatic interpretation piece hidden between the time limits of Policy Debate and pairings for speech rounds. But what you will find are the rules as to what is allowed and appropriate for competition.

Let’s be frank. Some people do their very best to circumvent the rules. And that is much more work than it is worth. First of all, it seems like a shortcut, but in the end, it is much more time intensive than you may think. You have to craft your justification, you have to communicate your justification, and when you get to the national semifinal round, you will be asked to submit your documents.

The worst thing that can happen to you is that you

circumvent the rules, you work hard on developing your performance skills—only to be denied the national stage because you thought you could break the system.

Here are some tips to keep in mind: • The amount of literature available to you, regardless of where you live, is endless. Really, endless— especially with the new rules surrounding what source material can be used.

Check out page 46 of the 2020-2021 Unified Manual for details.

• Remember, there is no such thing as a perfect piece. Circumventing the rules is not going to create a perfect piece for you.

You still would have to dig into the literature, explore movement, and create the nuances of your character.

• It is better to be safe than sorry! If you have a question about the legality of a selection, it is probably best to double check with your coach or district chair.

ideas, but it also provides great connections and shareholders to your task!

What to Look For

Where to Look?

(Really)

hidden gems that you might want to look into:

Okay, no more delay. Here’s where you should really look. There are two types of places you can look— obvious and hidden gems.

• University Libraries (online and physical).

These usually have lengthy periodical archives. Just because it is “old” does not mean you cannot find some quality, published material. Get to know the publications that frequently publish short stories, poems, and plays.

• Used book stores/thrift stores. A lot of times these stores will have some great published materials that are no longer at libraries or traditional bookstores.

• Interviews. Ask to speak to one of the professors at your local university.

Find out what book clubs are happening in your area. Send out a survey to all your friends and family about the best books they have read in the last year. This not only can give you great

Obvious • Bookstores • Libraries • Amazon (you can read plot descriptions and reviews) • Dramatists • Online publications • NSDA Suggested Source Material Web Page Does that list seem short?

Maybe. But keep in mind that unlocked within each of those sources are literally thousands of options for you. The best approach is not to find a perfect piece or a category, but to make a general search.

Hidden Gems Aside from those obvious choices, here are some great

Again, it is best not to focus on a particular event. You want to focus on quality literature. Keep in mind that you may not be interested in a humorous selection right now, but you might in the future. You may also read a tremendous humorous selection, not particularly be interested in the event, but you can research the author and see what else they have written!

Here are the best steps in looking for literature: • Gather your top 25 pieces of literature.

Nope, not a typo. 25.

Make sure they come from all types of genres and all styles. Naturally, some pieces of literature will take you longer to read than others, but you can start to narrow down your selections in the next step.

• Read. Read. Read. Read.

There was something that drew you to the piece— there was a reason that you wanted to include this piece of literature in your stack of 25. Think of it as a scavenger hunt.

What was that draw?

Where is the moment

that you are looking for?

Some pieces will pop right out as a no. Some will pop out as a maybe.

Very, very few will pop out as a yes in this part.

Push the nos to the side, and narrow your selections down to 10.

• Sleep. Yep—that’s right.

Sleep on it. Finding a piece of literature for performance is a lot like writing a chapter of a book. You want to get your first draft out, look at it, revise it, and then walk away from it. You want to spend some time away so that you can come back to it with fresh eyes.

• Read. Read. Read. And read again. If there are pieces that are competing in events— that is, if you have two or more humorous options, or two or more dramatic options—set those aside. If you have multiple events represented, the choice becomes easy.

• Channel your inner Language Arts teacher.

This is the part that most people want to skip. They want to just get to the final round and the applause that comes with it. But there is one commonality behind (most) final round performances:

FIND MORE IDEAS! www.speechanddebate.org/suggestedsource-material-for-interpretation-events ROSTRUM | NOVEMBER/DECEMBER 2020

29

plot structure. The reason performances get through prelims and outrounds is because we are captivated by a story, and one that we can understand. So, for each piece, write out the Setting, Rising Action, Climax, Falling Action, and Resolution. What types of characters add to that?

• Sketch out the characters. For each of the pieces, make a list of the character qualities. What do they look like? Talk like? Move like? What is their core emotion?

• Finally. . . Choose your script. Choose your script based off of which one has the most compelling plot line, relatable characters, and which one you are most excited to perform.

choosing a script. Very rarely does a script fall into your hands that simply shines from moment one to the last breath of your final round performance.

It does happen—but very, very rarely. Know that all of the frustrations are building blocks and skill development.

The harder you look, the more you read, and the more you analyze, the better your performance will be. Remember that a major part of performance is the dramaturgy—the researching of the script— so if you put in some of that work ahead of time before even choosing the script, you will find the rest of the performance process much, much better.

In Closing

Erik Dominguez is a two-diamond coach who has been competing and coaching for more than 20 years.

Embrace frustration. There is nothing easy about

When Choosing a Script Here are some final tips students and coaches may wish to consider.

Has this selection been done in

your region or at the national level before? There is no rule against it, but remember that audiences generally want what is fresh and new. If a judge has seen a selection over and over again the last few years, they are less likely to be captivated by your performance.

You will only be moderately excited

about the selection when you choose it—and that’s okay! The true

excitement comes with brainstorming ideas, getting feedback, and imagining how this looks on stage.

You can change your mind! It’s a good idea to give a piece at least two full tournaments. If things are not clicking, if it is not working—don’t be afraid to start over.

Aaaand, because you went through so many options in the start of the process, you can go back to those. (See, your work was not for nothing!)

Get feedback. Talk through your selection with your coaches and teammates. But even more important, talk to people who are not in the activity. Start off with this: “Hey, can I tell you about a story I am thinking of performing? It is about [X].” If you can’t describe the captivating plot in three to five sentences, then it is probably too complex.

If you can’t draw people into the story in that time, then it is probably not engaging.

But, if your “audience” for the question wants to hear more, that’s when you know you have a good selection.

30

ROSTRUM | NOVEMBER/DECEMBER 2020

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COVER STORY

We had our most successful recruitment season ever this fall... Maybe our students are looking for something bigger right now— something only speech and debate can offer.”

PROBLEM

SOLVERS FROM TEAM RECRUITMENT TO TIME ZONE TANGO How Taipei American School is overcoming new challenges BETH CLARKE is a three-diamond coach at Taipei American School.

CHASE WILLIAMS is a two-diamond coach at Taipei American School.

32

ROSTRUM | NOVEMBER/DECEMBER 2020

What is the current structure of your team? How is it organized?

Beth Clarke and Chase Williams: We are very lucky to have a tremendously supportive administration at Taipei American School (TAS) that has empowered our program to offer students opportunities to participate in speech and debate both during the day and after school.

In our middle school, we have a seventh grade speech and debate elective that every student takes for one semester.

This course introduces students to speech and debate basics using

fun, inviting activities.

We also have an eighth grade advanced speech and debate elective that students can opt-in to to continue their skill development during the school day. After-school, we offer both speech and debate opportunities for our students three days a week. One day is a “dropin” day for speech, where anyone who is interested in speech events may attend, one day is a “drop-in” for debate, and one day is a “commit” day where students who have been selected for an upcoming tournament in either speech or debate all have practice. Our middle school program competes

in three large tournaments a year, one in November, one in February, and the NSDA Middle School National Tournament each June. We also try to create scrimmage opportunities throughout the year on-campus to allow as many students as possible to compete and create connections between our middle and upper school programs.

In our upper school, there is a public speaking requirement that can be satisfied in one of two ways: taking a theatre arts course or taking a public speaking and rhetoric course. Our program is most closely aligned with the public speaking and rhetoric course, which is a survey of speech and debate events, including Informative Speaking and Original Oratory, Public Forum and World Schools Debate, and Impromptu Speaking. Our upper school program is primarily driven by after-school opportunities. We offer all NSDA events to our upper school students, with after-school practices occurring throughout the week. In the upper school, we compete in eight to 12 tournaments a year in the U.S. and three to four Taiwan or regional tournaments.

Are you meeting inperson, online, or some combination thereof?

BC + CW: At TAS, we are fully in-person this school year, which was also true last spring, with the exception of two weeks of online learning. We are very lucky to live in Taiwan, where the robust government response to the COVID-19 pandemic has prevented any significant outbreak of the disease.

Taiwan has had very few cases of COVID-19, but we continue to follow best practices to avoid the spread of the virus, including mandatory masks for anyone on campus, limited campus access for parents, and socially distanced seating in common areas like the library, dining areas, etc.

While we are in-person at school, we still use a lot of online tools for our speech and debate program.

We work with coaches in the U.S. via platforms

like Zoom, and we’ve also conducted practice rounds with U.S. schools to help us prepare for our tournament schedule.

What does student leadership look like for your team? How has it changed in the last year?

CW: What we’ve accomplished over the past three seasons would never have been possible without our student leadership.

We have a relatively simple structure: a team president, a team vice president, captains of each event area (Congress, Interp, Limited Prep, Platform, Policy, Public Forum, World Schools), and a middle school liaison who focuses on connecting our upper school students with our middle school program as coaches and mentors. All of our student leaders go through a robust selection process including an application, feedback from

ABOVE: Patrick L. (’22) watches a final round of Congressional Debate.

VIEWS OF TAIPEI AMERICAN SCHOOL: Top: athletic fields • Middle: Solomon Wong Tech Cube • Bottom: front entrance

ROSTRUM | NOVEMBER/DECEMBER 2020

33

How has the pandemic affected day-to-day life for your speech and debate program?

on campus that would

last year, we have definitely

CW: In some ways, the

should want to try out

asked more of our student

pandemic has turned

speech and debate. Our

leaders since the outbreak

our speech and debate

student leadership rose

of COVID-19. Last year, our

program upside down,

to the challenge and

student leaders were still

especially when it comes

produced a recruitment

figuring out their roles as

to tournaments. When I

video that I’m really

part of a relatively new

first moved to Taipei to

proud of, telling their

program. This year, we’ve

build the TAS program,

peers that their voice

asked them to take on

I was prepared to be

mattered—and that

helping with tournament

a road warrior. In 2019,

speech and debate

registration, leading

I was just that, flying

would empower that

more practices, helping

200,000 miles over the

voice. We had our most

to execute tournament

course of the calendar

successful recruitment

logistics, helping support

year as we traveled to

season ever this fall,

middle school practices,

in-person tournaments

which has led me to

etc. As a program, we

across the U.S. When it

believe that maybe

serve between 120 and

became clear that such

the focus on our travel

160 students in the sixth

travel was not going to

schedule was wrong

through twelfth grades and

be possible for quite a

all along. Maybe our

have only three coaches on

while, that changed our

students are looking for

campus, so we rely heavily

tournament schedule and

something bigger right

on our student leaders to

also how we recruited

now—something only

help us support all of our

students this fall. Instead

speech and debate can

team members.

of being the activity

offer.

their teammates, and a 30-minute interview with coaching staff.

While the structure has remained the same since

allow students to literally travel the world, we had to find a new reason that students

How has the pandemic affected your competition schedule?

BC + CW: We have actually expanded our competition schedule for our upper school program, competing in about one tournament a month. We currently plan to attend nine invitationals plus the TOC and NSDA Nationals. Additionally, we have two local tournaments in Taiwan and one regional tournament, bringing our total competition opportunities for the season to 14 tournaments.

Virtual competition has allowed us to expand access to our students— not only in the number of tournaments, but also in the number of entries at each tournament, and the selection of tournaments based on the needs of specific events. While we’re eager to see our friends in the U.S. in person again

ABOVE: Celine Y. (’22) delivers a speech during a Congressional Debate round.

LEF T: Jonathan C. (’23) and Eming S. (’21) flow their opponent’s case during a round of Public Forum.

34

ROSTRUM | NOVEMBER/DECEMBER 2020

and access to power.

They have altered their housekeeping schedule to

ensure that our sleeping When you work with students like rooms are refreshed the ones we are so lucky to work before the tournament with at TAS, you quickly realize they ends each day, and they always restock our are ready to overcome whatever competition rooms adversity comes their way, and this with sufficient water and office supplies. pandemic curveball was no different.”

And while breakfast has become dinner soon, we’ve enjoyed the flexibility that online competitions have provided to us across the world.

What is TAS doing to make competing in virtual tournaments successful?

CW: After long conversations with our administration, coaching staff, parents, and students, we developed a model for competing virtually at U.S. tournaments from hotels in Taipei. We had three primary objectives we needed to achieve: a safe location for students to compete in that would allow us to abide by all Taiwan and school COVID-19 guidelines, sufficient internet bandwidth for successful virtual competition, and an appropriate space layout that would both allow students to compete and also get sufficient rest with an inverted time zone.

Now, instead of flying

and dinner has become

for more than a dozen

breakfast, the hotel has

hours across the world,

worked with us to ensure

our students stay up in

that there are enough food

the middle of the night

options for students—even

and compete on U.S. time,

at 3:00 a.m.

even though we remain

One challenge we’ve

in Taipei. Some of you are

faced is how to help

probably wondering, what

students flip their time

crazy person would do

zone efficiently, but as

such a thing? And you’d be

we’ve now completed

right to ask that! But when

four tournaments with

you work with students

this time zone tango,

like the ones we are so

we’ve developed a

lucky to work with at TAS,

system that works really

you quickly realize they

well. We always check in

are ready to overcome

early enough to give us

whatever adversity comes

a time zone adjustment

their way, and this pandemic

day (or in our case, night)

curveball was no different.

where students have

Thanks to a fantastic

time to work with their

partnership with the Taipei

teammates to finish any

Marriott, our middle of the

last-minute preparation

night tournaments have

for the tournament.

been a tremendous success.

During these transition

The hotel has worked with

days, we also bring games

us to create a dedicated

and activities and find

competition space for each

time for team bonding,

entry, removing the bed and

because we believe that it

replacing it with a table and

is critical to maintain those

chairs, as well as an ethernet

connections, especially

setup, improved lighting,

during a global pandemic.

As coaches, we’ve all had those nights in a hotel where you get the noise complaint that your students are being too loud at midnight or 1:00 a.m. It has been quite the surreal experience to be encouraging kids to stay awake and energized at those same times!

Overall, we’ve found our setup for virtual competitions to be very successful, and it has shown in our team results.

Last summer at NSDA Nationals, we had a Policy team place fourth and earned a Debate School of Excellence Award, the first international school to ever earn that distinction in the 95-year history of the NSDA. But we also acknowledge that we have some advantages that don’t currently exist in the U.S. We have the ability to be together as a team, we have a hotel partner who is ready and willing to work with us to meet our needs and can do so under Taiwan regulations, and we have an administration and parent community who is willing to provide the financial support necessary to make this all happen.

I’ve always said that it takes a village to make a speech and debate team successful, and I am very

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35

thankful for our village that has made TAS speech and debate possible this season.

What has surprised you about virtual competition? What benefits have been gained?

Eming S. (’21), TAS speech and debate team president: Our team’s strong bond has made our virtual competition experience truly successful. Simply put, compared to flipping time zones alone at home, staying with each other gets us through the craziest times of the long nights. Our sense of togetherness is what allows us to beat our biological clock and gets us ready—both physically and mentally—for the tournament ahead.

We’re not going to remember our specific win-loss record or placement at any given tournament, but we will remember the memories we’ve made during these virtual tournaments.

During these virtual tournaments, we truly operate as a family— celebrating our successes and supporting each 36

other in moments of adversity. It is this bond that helps us break through the brick walls of virtual tournaments and showcase what international speech and debate has to offer.

Despite the significant challenges, my team’s love for the activity has not extinguished. With more tournaments on our calendar, more students will gain precious competition experience this year, and since virtual tournaments give us the opportunity to spend more time together as a whole team, even more TAS students have the opportunity to join together in the celebration of speech and debate.

Any other thoughts you’d like to share?

CW: At times such as this, I think it is easy to always focus on the bad. Frankly, there is not a lot of good to celebrate these days.

The world is facing a global pandemic that not only threatens the health and safety of millions but is also causing drastic economic harm that will be felt for many years to come. Human rights violations by nations such as China are at an all-time high. Wildfires have engulfed entire parts of the U.S. and severe storms

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continue to batter the coasts and gulf regions.

Systemic racism and antiBlackness continues to infiltrate every component of our society. And at a time when we need our leaders to engage in thoughtful and productive discourse as they seek solutions to these problems and more, we are instead forced to watch an assault on key democratic institutions and principles that are cornerstones of the American experiment.

Despite all of that, our activity stands tall. When COVID-19 first hit, no one knew what was going to happen to tournaments, to speech and debate camps, to practices—it was all one big question mark.

But speech and debate didn’t just survive the pandemic—it is thriving.

Thanks to online platforms like classrooms.cloud and NSDA Campus, the TOC and NSDA National Tournament were saved and hundreds of local, regional, and national

tournaments are happening every weekend. Thanks to the countless hours invested by tournament directors, tab staff, and tech support, thousands of students get to use their voice each and every weekend to advocate for the issues that they care about and engage in educational debates that put our presidential “debates” to shame. Thanks to the flexibility of online tournaments and the removal of travel and cost barriers, we have been able to unlock opportunities for

During these virtual tournaments, we truly operate as a family... It is this bond that helps us break through the brick walls of virtual tournaments and showcase what international speech and debate has to offer.”

LEF T: Sydnie C. (’21) delivers her informative speech on ASMR during the New York City Invitational.

PROTIPS

TAS coaches Beth Clarke and Chase Williams offer some ideas that other teams could replicate. of the most successful things we have done  One since the outbreak of COVID-19 is place an extra

more students and schools.

Thanks to the thousands of volunteers who have stepped up to judge from their living rooms and offices, our community has been able to support more access to speech and debate than ever before.

And thanks to our coaches, speech and debate is still alive and well in our schools—whether we are engaged in virtual learning, in-person instruction, or a hybrid of the two—giving students a place where they know that their voice matters and will be valued.

So while it is easy to focus on the technology glitch that delays a round, or the challenges that online coaching presents, or a tournament schedule that doesn’t work best for our time zone, or one of the other very real

challenges of this new virtual world, I hope that as a community we can look for the positives and show kindness and understanding to one another. As a community, we still have work to do to make speech and debate the safest and most inclusive community possible for all of our students. But I know we’re up to that task—because I’ve seen the way this community has overcome adversity since the outbreak of this pandemic. No problem is too big for this community when we work together and lift up the voices of our students. Because ultimately, this activity is about them—and we should never forget that.

Compiled by Lauren McCool, Manager of District and Tournament Services for the NSDA.

emphasis on NON-COMPETITIVE OPPORTUNITIES for our students. On our time zone transition nights, we always have games, activities, and snacks for students— because it is important to remember that speech and debate isn’t just about the tournaments or practices, it’s about the family that we build within our teams. While there may be limitations that exist due to district or local health agency policies, events like trivia nights, Netflix watch parties, socially distanced outdoor events, Zoom scavenger hunts, video game tournaments, etc., are all ways that you can continue to build a sense of community within your team—even if you can’t be in person. really proud of our RECRUITMENT VIDEOS  We’re from the past two years. They could not be more different from each other, with one being a lip sync of “High High Hopes” and the other focused on the numerous challenges our world faces in 2020. They were both effective at grabbing the attention of prospective members and giving us a chance to explain why speech and debate is so special. I would encourage coaches and student leaders to think about what message they could communicate via video to prospective members.

Flyers and emails are classic recruitment tools, but as our students move more toward platforms like Instagram and TikTok, it’s important to create content that meets them where they are. final recommendation would be to NEVER  Our ASSUME THAT SOMETHING IS TOO DIFFICULT for your students or your program. When we first launched our program at TAS, there was a chorus of voices saying that competing internationally at a high level would be too hard, that the barriers would be too steep. Our students proved them wrong and continue to do so. Every program has their own set of brick walls, or challenges that it has to overcome, and at a time like this, those walls are even taller due to a global pandemic and unrelenting uncertainty—but if you empower your students to be creative and think outside the box, you’ll be amazed at what they can accomplish.

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COMMUNITY

Looking From the Outside In: A Practical Guide to Inclusive Tournaments Part Two in a Three-Part Rostrum Series on Promoting Opportunities for Persons with Disabilities in the Speech and Debate Community

A

s a coach and more broadly a person with disabilities that are not immediately visible, I often grapple with a type of imposter syndrome that causes me to second guess myself as a valid voice when speaking up on issues of ableism and accessibility.

In my moments of self-critical doubt, I feel like I shouldn’t speak up because my disabilities “only” amount to fatigue and pain disorders, or because I’m just not “disabled enough,” not “struggling enough” to justify accommodation requests, or not “suffering enough” from the effects of ableism to critically address it as someone whom it directly affects.

Fortunately, those moments pass, and my lived experiences within and beyond our activity consistently remind me that my perspective as a person with disabilities is both valid and important.

The specific experiences people with disabilities have within the speech and debate world should inform the ways we approach ableism and accessibility in our activity.

Those with disabilities in our activity can most clearly point out and bring attention to the deleterious effects of exclusion and isolation

38

that come from ableism.

Therefore, it is important that these experiences are seen and heard and that our community takes active steps to make those who are not personally affected by issues of ableism understand the wounds and damages inflicted by negative experiences.

Though my personal experiences are numerous, two examples in particular highlight how unintentional actions and a lack of clarity led to me feeling isolated or excluded.

Early in my coaching career, as a first-time attendee at the Tournament of Champions (TOC), I vastly underestimated how taxing the weekend of traversing the University of Kentucky campus would be.

This negative experience was by no means the fault of the tournament, but I was struggling with meeting the duties of my obligations as a coach and a judge within the first few hours of the tournament due to the extensive travel required to access my assigned rounds and those of my students.

Within two rounds, I was simply

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by Victoria Freeman with Jan Pizzo

overcome with exhaustion and pain, which caused me to not only be terrified that I simply would not be able to physically get to my assigned rounds, but also that if I were to be able to make it in time, I would be so physically drained that my mental capabilities would suffer as a direct result. Panic set in, because I had no idea what to do or how to go about advocating for myself without wounding the tournament or suffering losses in terms of my professional reputation.

Several years later, I was approached by a summer camp after my students made a deep run at the TOC. After a number of enthusiastic conversations regarding the opportunity of working at the camp, I asked about the potential of reasonable accommodations.

What had previously been an open and responsive line of communication went silent.

It was only after several weeks and follow up messages from those whose standing in our community made them impossible to ignore was I finally told the following: “In terms of accommodations, there’s not much we can do. . . there are some accommodations that are certainly possible—but I don’t want to oversell them, because the structure of camp is constant, and I worry that the accommodations I talk about might only help marginally on the edges.”

I know that while my specific experiences are not universal, they’re also not entirely unique. Many people with disabilities have been made to feel that they don’t belong within the speech and debate community through largely unintentional oversights. It is my hope that by widely adopting the recommendations below from the Persons with Disabilities

LEARN MORE DOWNLOAD OUR ACCESSIBLE TOURNAMENT CHECKLIST!

www.speechanddebate.org/ international-day-of-personswith-disabilities

Managing Accessible Rooms Using Tabroom.com Follow these instructions for assigning ADA rooms at your next in-person tournament.

To reserve a range of rooms for those needing accessible rooms, first select rooms that are accessible by marking them under Setup » Sites & Rooms.

The switch under the “Accessible” column will declare a room as accessible.

1

Mark entries (or judges) from their entry screen as requiring ADA rooms on their entry or judge information screen. There is no need to hit save after toggling the “ADA rooms” switch.

2

After doing this, the computer will do its best to keep the entries in those ADA rooms and, where possible, make it so they do not move rooms between rounds.

There are a couple of conditions that might prevent this. If two ADA entries are to compete against each other, obviously one will have to move. The room will have to be available in a pool for a round. The system will use ADA rooms for ADA entries first in a given event, but does not avoid using an ADA round when sectioning Extemp if you have an ADA entry in LD.

3

It’s not a bad idea to check ADA rooms are being used properly. The function for “Handplace rooms” is the easiest way to do so. Go into that screen on the pairing under “Change & Destroy.”

Then you can sort by the “ADA” column by tapping on the yellow column header to see which rooms have either a judge or an entry who needs ADA accessible rooms. The rooms marked as accessible will show up as outlined in red. You can shuffle and reassign rooms as required on this screen by simply dragging and dropping the rooms to debate or speech rounds.

4

For more tips, visit https://docs.tabroom.com and click “Sites & Rooms” in the left side menu.

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Coaches’ Caucus, no one else will feel pushed out of our monumentally important speech and debate activities, nor will they be made to feel as though their existence within this space is a burden.

Have a designated accessibility officer to facilitate accommodations.

This is a visible sign to those signing up for tournaments that they are welcome and helps clearly establish a point of contact for questions and concerns regarding accessibility.

Structure your tournament with accessibility in mind.

Accommodations to physical spaces: • Rooms close to tournament common areas • Smaller rooms to help with acoustic needs • Arrangement of competitors to assist in lip reading ease • Larger rooms to help with crowd anxiety • Dimmed lights to help with sensory input • Keeping competitors or judges in the same room round to round for mobility or familiarity sake

Make sure competitors and judges have time between rounds to eat and transition.

Ensure elevators are available and their locations are clear.

Consider providing captions or a sign language interpreter for meetings and awards ceremonies. Provide a low sensory input/quiet space for competitors, judges, and coaches between rounds. Ensure that a variety of foods are available to meet dietary restrictions of judges and competitors.

Accommodations within the round:

Offer a list of commonly needed accommodations that your tournament is able to provide.

•

Because every person’s experience with disability is unique, it may not be possible to offer an exhaustive list of accommodations. While it may feel helpful to assume what individuals may need, it is good practice to trust individuals to understand their own disabilities and needs better than others. Be flexible and willing to problem

40

solve with individuals who may not feel their needs are met by what is included. Some examples of possible accommodations are offered below:

• •

•

Not penalizing students for speech impediments or physical/verbal tics Providing physical or digital copies of speech documents to competitors or judges before speeches to accommodate individuals with auditory processing concerns Adjusting the speed of delivery to accommodate competitors or judges with auditory or sensory processing concerns such as epilepsy Allowing competitors to sit while speaking

While venturing into the realm of accommodations may make some uneasy, ultimately there are a few things to keep in mind.

First, the intention of accommodations is not to offer any sort of competitive advantage, but rather to create an equally accessible starting point.

Second, while competitive success is

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something many of us strive for, the ultimate goal of speech and debate should be education. As such, ensuring the inclusion of all individuals ought to be our intention.

Finally, remember that many of the things that lead to feelings of exclusion are

unintentional oversights. By taking the time to review your own tournament with equity and inclusion in mind, you have the ability to make all members of the speech and debate community feel welcome, valued, and heard.

Want more information?

Read the first article of this series starting on page 20 of the September/October Rostrum at www.speechanddebate.org/rostrum.

Victoria Freeman, coach at Lincoln High School in Nebraska, and Jan Pizzo, consulting coach at Summit High School in Oregon, led the NSDA’s Persons with Disabilities Coaches’ Caucus this past June. Jan also served as an equity officer for the National Tournament.

How Inclusive Is Your Tournament?

Before hosting your next tournament, ask yourself the following questions.

Have you designated an equity officer for your tournament?

Is the equity officer’s contact information available on the tournament website or invitation?

Does your tournament have an equity statement and/ or harassment and discrimination statement posted?

Have you designated ADA rooms in each event room pool? Are the ADA rooms close to a main entrance and common meeting area? Do they have an entryway that accommodates wheelchairs/walkers?

Have you identified a low sensory input space for individuals who may need it between rounds?

Does your schedule allow students and judges to move comfortably between rounds?

Does your competition site have accessible parking?

Has it been clearly communicated that these spots are for folks who need them, not just unloading/loading?

How are you including those with auditory processing differences in your awards ceremony?

Do you have a diverse selection of food at concessions and judges’ lounges to meet a variety of dietary restrictions?

2019 National Debate Champions PI K A PPA D E LTA T E A M P O I N T S

To learn more about speech and debate at Simpson College, and earn some of your own hardware, email spencer.waugh@simpson.edu.

EXPLORE: Simpson.edu/SpeechAndDebate

COMMUNITY

CELEBRATING TOGETHER , EVEN WHILE APART

by Grace Rogers

A

s we plan to celebrate yet another incredible National Speech and Debate Education Day on Friday, March 5, 2021, we’re embracing the new virtual world we all find ourselves in. We may not be able to celebrate in person together, but we’re still going to have an incredible day!

National Speech and Debate Education Day is, first and foremost, a celebration of all of the people who make this activity possible—and each and every one of you has stepped up in an unbelievable way this year.

From holding practices and tournaments online, to developing new tips

and tricks for recorded performances, we know that speech and debate is a stronger activity due to your efforts. So, we’re stepping up our celebration, too.

In past years, we’ve encouraged teams to hold events at their school and cover their walls with posters—we still recommend that second option for everyone, even those staying at home!

But while some of you are heading back to school in person, we know planning a large assembly is probably not in anyone’s future. That’s why this year, we will release a new virtual toolkit with more suggestions on how to celebrate on social media, hold an online event, and

more. We can’t wait to offer new opportunities to celebrate and share your stories, even while we all stay safe apart.

In the meantime, celebrations of the day you love have already started!

We’re so excited to announce Daniel Beaty as our 2021 National Speech and Debate Education Day Spokesperson. He is an award-winning actor, activist, poet, playwright, and 1994 national champion in Dramatic Interpretation. Read more about Daniel and his

experience in speech and debate on page 44.

No matter what your plans, there is one thing that all of us can do—post on social media about why you love speech and debate. How has this activity impacted your life? What differences has it made? Share your story and make sure to use the hashtag #WeAreSpeechAndDebate.

Don’t forget to sign up for your free virtual National Speech and Debate Education Day toolkit online at www.

SpeechAndDebateDay.org!

We can’t wait to celebrate with you on March 5!

Grace Rogers serves as Marketing and Communications Specialist for the NSDA.

SIGN UP FOR OUR VIRTUAL TOOLKIT

www.SpeechAndDebateDay.org 42

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CELEBRATE SPEECH AND DEBATE WITH US! N AT I O N A L

SPEECH

AND

DEBATE

EDUCATION DAY

MARCH 5, 2021

NATIONAL SPEECH AND DEBATE EDUCATION DAY is, first and foremost, a celebration of all of the people who make this activity possible—students, coaches, educators, parents, and every supporter!

This year finds us in a difficult position, with practices and tournaments online, but we know that speech and debate is a stronger activity due to the efforts of all of these people.

Join the National Speech & Debate Association in honoring this activity and all of the students who participate by signing up for our VIRTUAL TOOLKIT with information and materials on how to celebrate MARCH 5!

SIGN UP TO PARTICIPATE! www.SpeechAndDebateDay.org

ALUMNI ANGLES The most profound aspect of my evolution by participating in speech and debate is understanding, with absolute clarity, the power to move people in their minds, hearts, and souls with precise communication.”

DANIEL BEATY SHINING LIGHT ON SPEECH AND DEBATE

A

s an actor, singer, writer, activist, and the 1994 national champion in Dramatic Interpretation, Daniel Beaty has a long history of standing up and speaking out for what he believes in. This year, we’re thrilled to announce that he’ll use his voice to support speech and debate as the official spokesperson for National Speech and Debate Education Day! “I am so excited to be the National Speech and Debate Education Day spokesperson. I love the bravery and brilliance and

44

diligence and joy of the young people who engage with speech and debate,” says Daniel. “It feels truly full circle at this moment, when my wildest dreams are coming true, that I get to use my platform to shine light on this beautiful, life-changing, humanity-evolving organization that is the National Speech & Debate Association.”

HIS INSPIRATION Daniel’s beginnings in speech and debate started long before he attended his first tournament.

He remembers being in

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by Grace Rogers

the third grade when inspiration struck.

“I was 10 years old and heard Dr. King’s ‘I Have a Dream’ speech on a video recording, and I said to my third grade teacher, Mavis Jackson, ‘I wanna do that!

I wanna write speeches like Dr. King!’”

Thus began Daniel’s career of writing, speaking, and performing every chance he got. He recalls writing a speech called, “The Dream Is Alive,” a direct reference to Dr. Martin Luther King Jr.’s speech that originally inspired him, and performing it at the

Rotary Club, the Optimist’s Club, and even at the NAACP. He remembers it being his lifeline.

“As a 14-year-old teenage boy, I had experienced tremendous trauma in my early years,” Daniel explains.

“Trauma that included abandonment by my father to incarceration due to heroin addiction.

Physical abuse by my older brother, 11-and-a-half years older, who came home from the Marines a paranoid schizophrenic addicted to crack cocaine.

Sexual abuse by my older brother, 8-and-a-half years

older. And on top of all of that, being Black, gay, and artistic in homophobic, Bible belt Ohio.”

As he grew up, performing continued to be Daniel’s lifeline.

“I walked into my ninth grade English class at Miami Valley High School and I met my teacher, Mrs. Florence Krahling, who was planning to retire that year,” Daniel says.

“But once we began our after-school coaching, one on one, she made the decision not to retire—to work another four years— because she thought I was special. And she decided to teach me Oratory and Dramatic Interpretation, and how to use my voice to express myself in a multitude of ways.”

As a freshman, Daniel became a state champion in Oratory. Throughout ninth and tenth grade, he won competitions all over the state of Ohio, until eleventh grade.

“I made it all the way to Nationals,” he recalls.

“And I took third place in Dramatic Interpretation.

Twelfth grade, and Mrs. Krahling is still there coaching me—the grandest of coaches, she was supposed to retire three years ago!—and I made it to Nationals again.

Guess what? That little traumatized Black boy won the national championship

for Dramatic Interpretation.

And his coach, Florence Krahling, got to come up on stage and be recognized as the coach of the national champion. Finding my full voice and reaching my full potential happened because of the miraculous gift that Florence Krahling was, and the incredible opportunity offered by the [NSDA].”

HIS EVOLUTION Throughout his evolution as a poet, playwright, activist, and actor, Daniel has attributed his progress to the skills developed through speech and debate.

“The most profound aspect of my evolution by participating in speech and debate is understanding, with absolute clarity, the power to move people in their minds, hearts, and souls with precise communication,” Daniel explains. “The gift of the storyteller, the gift of the orator, is to use the vibration of sound with the clarity of mind and the depth of soul to communicate a message that can transform the listener. That is the power of the spoken word, and that is the most profound aspect of my evolution that I gained by participating in the National Speech & Debate Association.”

Now, much of Daniel’s work focuses on the

experiences of his childhood and other systemic barriers that impact people of color.

“The root purpose of my work as a writer, performer, activist is to transform pain into power,” Daniel says. “That purpose has refined itself to this: joy is the key. So you might ask, you’ve told stories of a slave ship in front of the Statue of Liberty. You’ve written plays with characters who are coming out of prison. And you tell us that joy is the key? Well here’s the answer: there are systems—I call them nightmare systems, but words that might be familiar to people are systematic racism, mass incarceration, the prison industrial complex, the sexism that inspired the Me Too movement, the homophobia that inspired the LGBTQ+ movement.

This nightmare that I just described has so penetrated the psyche of humankind that we operate as if this nightmare is all there is.

So I intentionally tell the story of the nightmare that we all recognize— the imprisoned Black man, the homeless man, the little girl from the projects with HIV. I start with the archetype, and then I reveal the truth of who we all are. Each of

us, under a microscope, any hand of any race, any gender, any sexuality, any wealth or poverty, any hand—if you put it under the most sophisticated microscope, is vibrating molecules of energy. And if you zoom in close, all you will see is bright, bright light. We are all light. Love, light, divinity, joy.”

HIS MESSAGE OF HOPE Daniel concludes our conversation with his passionate message for young people.

“I invest in inspiring the future generation because they get it,” he says. “They—you reading this—are the ones who will build a new world.

So while many people are discouraged because they’re looking at the nightmare, oh this new generation, you proud young people of speech and debate with your very participation and the clarity of who we all are, you are the America that we dream! You are the hope for the future. You are the reason to inspire, because I am inspired by you.”

Grace Rogers serves as Marketing and Communications Specialist for the NSDA.

ROSTRUM | NOVEMBER/DECEMBER 2020

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THE

1925 SOCIET Y Leaving your legacy with the NSDA can be done in three easy steps: 1. Add a simple paragraph to your will stating the NSDA as a beneficiary. You can revise your gift at any time.

2. Notify Nicole Wanzer-Serrano at nicole.wanzer-serrano@ speechanddebate.org that the NSDA has been added to your will.

3. Celebrate knowing that you are impacting future generations by joining the 1925 Society!

The National Speech & Debate Association is grateful to acknowledge the following 1925 Society members for pledging a generous planned gift contribution.

Byron Arthur

Lanny and B. J. Naegelin

Phyllis Flory Barton

Albert Odom, Jr.

James Copeland

J. W. Patterson

Don and Ann Crabtree

Capt. Joseph L. and Jan Pizzo

Dr. Mike Edmonds

Dr. Polly and Bruce Reikowski

A. C. Eley

Donus and Lovila Roberts

Vickie and Joe Fellers

James Rye, III

Bill and Charlotte Hicks

Steve and Anna Schappaugh

David and Judy Huston

David Seikel

Jennifer Jerome

Michael Shapiro

Harold Keller

Sandra Silvers

Kandi King

Richard Sodikow

Cherian and Betsy Koshy

William Woods Tate, Jr.

Dr. Tommie Lindsey, Jr.

Nicole and Darrel Wanzer-Serrano

Aarzu Maknojia

Cheryl Watkins

Pam and Ray McComas

J. Scott and Megan Wunn

H. B. Mitchell

Joe and Pam Wycoff

WE ARE SPEECH

& D E B AT E .

AS AN EIGHTEEN YEAR OLD GIRL, I WAS NEVER TAUGHT THAT I DESERVE TO BE LISTENED TO, BUT SPEECH AND DEBATE TAUGHT ME THAT I DID.

SASKIA REFORD

SPEECH AND DEBATE TAUGHT ME ABOUT LEADERSHIP, TEAMWORK, HUMILITY, AND EMPATHY. BUT MOST IMPORTANTLY, SPEECH AND DEBATE GAVE ME THE ABILITY TO BUILD MEANINGFUL CONNECTIONS AND LASTING FRIENDSHIPS.

Saint Mary’s Hall, TX Class of 2019

I KNEW I HAD A VOICE INSIDE OF ME, BUT I WASN’T REALLY SURE HOW I COULD USE IT TO EMPOWER OTHER PEOPLE. AFTER JOINING THIS ACTIVITY, I LEARNED THAT NO VOICE IS TOO SMALL OR TOO WEAK TO BE ABLE TO MAKE CHANGE FOR THINGS THAT YOU CARE ABOUT.

QUINLAN CAO East Mountain High School, NM Class of 2012

THANK YOU!

QUEEN CHIWANGA Schurr High School, CA Class of 2020

Your support makes the life-changing benefits of speech and debate possible. To join our list of supporters, make your tax deductible gift at www.speechanddebate.org/donate.

COACH PROFILES

WE’RE IN THIS TOGETHER A Q&A WITH EXPERIENCED SPEECH AND DEBATE COACHES compiled by Annie Reisener

We asked five coaches with more than 100 years of combined coaching experience under their belts how they’re adapting this year. No matter how long you’ve been in the game, everyone’s a novice!

Annie Reisener serves as Membership Manager for the NSDA.

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ROSTRUM | NOVEMBER/DECEMBER 2020

DELTA FAJARDO-NORTON J AMEL L E BROWN Sumner Academy of Arts & Science in Kansas City, KS YEARS TEACHING OR COACHING: 23 FORMAT: Online

This school year in one word: Different!

Hardest thing about coaching/ teaching in this new environment: Accurately tracking my novice’s comfort levels with their new knowledge and novice competition readiness.

Most encouraging thing: The criminal justice reform topic has ignited my student’s love for Policy Debate. My students and I take the approach that debate is more than just a game. We want to use our rounds as a platform to advocate for positive change. Speech and debate provides students with a safe space to process everything that is going on in the world.

Biggest tip: Continue to prioritize building genuine relationships with students!

Find creative ways to continue team bonding virtually—e.g., have lunch time as a team, a presidential debate watch party, send tournament good luck notes.

Hastings Senior High School in Hastings, NE YEARS TEACHING OR COACHING: 18 FORMAT: In-person classes, mixed practices

This school year in one word: Hectic!

Hardest thing about coaching/ teaching in this new environment: Wearing masks has been a struggle. I have problems hearing my students, and when I ask them to repeat themselves, they get shy and talk quieter or say "never mind." Next to that, since we are a rural school, we have always looked forward to going to the big cities to debate. That is part of the appeal and learning experience.

Most encouraging thing: This has opened up more opportunities for my team to go to more tournaments since we aren't getting up at 3:00 a.m. to get to Omaha in time to start debating.

Biggest tip: If you can, find a way to arrange your classroom to have 10 feet of distance between you and them. Currently, I have my desk at the front of the room so that I have access to the board, and I have tables lined up as like a barrier between me and them.

This allows me to take my mask off while I am instructing.

BIL L TO R R ES Cottonwood Classical Preparatory School in Albuquerque, NM

MARY GOR M L E Y

YEARS TEACHING OR COACHING: 21 FORMAT: Online

YEARS TEACHING OR COACHING: 38 FORMAT: Online

This school year in one word: Frustrating.

This school year in one word: Serendipitous.

Hardest thing about coaching/ teaching in this new environment: The hardest part of teaching is not being able to do the simulations and activities that make my class so much better. In terms of coaching, the hardest part is not being able to give the individual time to each competitor. The worst part of the two is simply not being around the kids. I feed off their energy and the world is just a better place when they are around.

Hardest thing about coaching/ teaching in this new environment: The lack of physical and social interaction with students and fellow coaches and colleagues.

Most encouraging thing: Since everything is virtual and athletics are not allowed at this point, my numbers have exploded.

Biggest tip: Simply be patient and know that this isn't forever. I have to tell myself that many times a day.

Delbarton School in Morristown, NJ

Most encouraging thing: That the speech and debate community continues to discover ways to prevail.

Biggest tip: Be willing to adapt and find alternative ways to coach and connect.

ROBE RT SHE PAR D Plano Senior High School in Plano, TX YEARS TEACHING OR COACHING: 31 FORMAT: Online and In Person

This school year in one word: Frustrating.

Hardest thing about coaching/ teaching in this new environment: Student apathy.

Most encouraging thing: Still providing opportunities, but using a different skill set and helping other professionals become a bit less tech phobic.

Biggest tip: Develop or keep an open mindset.

INTRODUCTORY LESSON PLANS We've collected lesson plans from experts designed to help introduce students to speech and debate. You can choose from units on Intro to Public Speaking, Public Forum, Policy, and Lincoln-Douglas or find individual lesson plans to meet your subject needs. Visit www.speechanddebate.org /resources and check the "Classroom Resources" box for these and more. Watch for updates to these resources as the year progresses!

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COMMUNITY

DEBATE

The Show Goes On: Adapting to Online Debate

by Liana Schmitter-Emerson and Cameron Kettles

D

espite the challenges of the current school year, the show goes on for the USA Debate team!

In late August, 12 students were invited to be a part of the 2020-2021 national team. Normally, the new team meets each September in Dallas for team bonding, introductory training, and the Greenhill Fall Classic. This year, the festivities moved online.

Instead of the usual escape room and ice skating trip, the team enjoyed icebreakers and get-to-know-you games like Kahoot and Scribble.io (both free and online!). Team alums Danny DeBois (’14) and Ishan Bhatt (’19) guided the new team in “Debate 101” lectures and drills, which included work on model construction, defensive and offensive argumentation, and impromptu prep.

In the lead up to the virtual Greenhill tournament, the team also received some international wisdom from Slovenian debate virtuoso c who worked Miha Andriˇ, with the debaters on meta analysis, characterization, and weighing.

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Team USA Blue, which consisted of Genevieve Cox (’21), Guyberson Pierre (’21), Ashley Shan (’22), and Rodrigo Trujillo (’21), went on to champion the Greenhill tournament in an exciting final round.

Six members of the team were also ranked among the 10 top speakers at the Greenhill Tournament. Miles Wang was the top speaker, Cameron Kettles was second, Kaitlyn Maher was fourth, Liana SchmitterEmerson was fifth, Jason Luo was seventh, and Genevieve Cox placed ninth.

The first weekend of October, Team USA Red, which consisted of Cameron Kettles (’22), Jon May (’21), Guyberson Pierre (’21), and Ashley Shan (’22), championed the Delores Taylor Arthur School Virtual Tournament. They competed against 21 teams from eight states over the course of 10 rounds to win. Additionally, Ashley Shan (’22) and Guyberson Pierre (’21) were both in the top 10 speakers of the tournament, placing fifth and seventh, respectively.

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Tips and Strategies As the season continues full steam ahead, USA Debate has picked up a few online debate tips.

Host a Round

Watching Party

One challenge a lot of teams currently face is how to integrate novices or new members into the team and provide them with the confidence and experience they need to be successful.

One tried and true exercise

USA Debate returns to for new and old members alike is round watching parties.

If you’re using Zoom, the host can pick a particularly high-level round to watch, and team members can all flow and discuss, pausing as needed for questions and discussions. Make sure not to reveal what the decision was before the round! After the round, debaters should all write up their own reason for

decision and deliberate as if they were the judge. Before the decision is divulged, debaters should confer about their opinions and discuss the strategic advantages and disadvantages each team had at the end of the debate.

Lots of rounds can be found online in all formats, although the USA Debate team is partial to WSDC rounds, which can be found easily on YouTube. Watch parties can also be held asynchronously if no one is able to share their screen. Debaters can take notes and share their thoughts afterward. We’ve suggested several rounds that are useful for beginners to observe more or less straightforward motions while learning international conventions (see video links at top right).

Explain Differences in Debate Formats Especially for teams with members converting to World Schools from another debate format, it’s important to have a teamwide conversation about the differences in formats and the respective strengths and weaknesses each debater might have as they relate to their own format and Worlds.

It’s crucial not to assume that jargon is obvious to someone from a different format, or that the parliamentary-style conventions of Worlds will come naturally to everyone, especially on Zoom.

Utilize Online Breakout Rooms The team has found new uses for breakout rooms on

Zoom. A favorite team drill is to split debaters into two groups and have them engage in a 20-minute prep of the opposite side of the same motion. Each side should come up with an outline of a case and elect a first proposition and opposition speaker who will present the cases as the product of an expedited impromptu prep.

The exercise is great for keeping people engaged and comfortable speaking online!

A Note On POIs As mentioned in our previous September/ October Rostrum article, it’s essential to communicate your preferences and learn your opponents’ preferences for how to receive Points of Information (POIs) before starting a round. Although we maintain that debaters’ preferences for either verbal or visual cues should be followed, we’ve learned a lot of teams find verbal cues distracting, since their audio might be silenced.

It’s especially important to resist the force of habit to always ask POIs verbally— your opponents and judges will both appreciate it.

Consider Your

Background Space Wherever you choose to log in, remember that your background is part of your presentation. Just like at a normal tournament where you might consider your outfit as a part of how you present yourself,

Round Watching Party: Suggested Video Links WSDC Finals 2017 – www.youtube.com/watch?v=4HUFM3JZaLQ&t=4s WSDC Semifinals 2018 – www.youtube.com/watch?v=to766btBz-0 WSDC Finals 2019 – www.youtube.com/watch?v=OAbWlMPK4v4&t=3s

you must now consider your background space. If possible, avoid lamps or windows that backlight your face. You want to be as visible as possible to your judges. Try to find a space with a plain wall, and if a large portion of your room is visible to your judge, make sure it is neat.

Have a Backup Plan Always have a backup plan if your technology refuses to cooperate! We’ve found that it’s easiest to make the teammate who speaks before you responsible for calling you if your internet or computer fails to function properly. That way, the person speaking after you doesn’t miss anything or become distracted. And if something does happen, remember to stay calm— most judges are incredibly understanding, and tournaments usually have

grace periods for sorting out tech problems.

Encourage Team Bonding Finally, many of the most exciting and rewarding parts of being a team may be harder to experience virtually, especially for newer members of the team who have never experienced an in-person tournament. Try to plan time during tournament weekends for team bonding and breaks just to have fun.

This will improve in-round performance and allow everyone to feel more connected, even when physically separate.

Liana Schmitter-Emerson is a senior from Campbell Hall in California. Cameron Kettles is a junior from Greenhill School in Texas.

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STUDENT SPOTLIGHT

GIVING BACK THROUGH SERVICE It’s easier than ever to earn and enter service points!

by Kirsten Greene

M

ember students can earn NSDA service points by doing extra work on campus, in their neighborhood, or even from their own home.

Recording a podcast, volunteering at a local food bank, judging a round of middle school competition, or speaking at a political rally are just a few of the options students have to be awarded service points.

Beyond looking great on a resume, performing acts of service builds students’ skill sets and adds value to their communities.

The new Speaking and Service Award annually recognizes students who choose to help, inspire, and promote positive communities around them. Students receive this award when they earn 200 service points in a given year, the maximum number allowed in a school year in our Honor Society.

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This award replaces the NSDA Exemplary Student Service Award.

No application process is required. Current member students of all ages are eligible.

Coaches and students can propel other team members to cultivate a service-oriented mindset.

For example, high school students may earn points for conducting practice sessions with middle school students. Students working with English language learners to practice conversational skills may also earn service points.

Audience size has been lowered to five people from the previous 25-person requirement, which enables more service opportunities to be counted. For non-speaking service activities, an audience is not required. Students can receive up to five points for each activity, with a limit of four activities per day and a yearly cap of 200 service points.

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Students may not record points for service activities done as part of a classroom requirement or for competitive performances at a summer institute. Work for which students are financially compensated may not receive points.

Beyond those limitations, the options speech and debate students now have to earn service points are endless. With the change,

coaches also have more autonomy to determine the merit of each servicebased activity.

What about retroactive service points, you ask?

No problem—as long as students were NSDA members at the time, coaches may record points for both the current and immediate past school year (up until July 15 for graduated seniors).

Service Points Recap: WHAT’S NEW? Coaches now have greater autonomy to determine the merit of events, an expanded list of options to encourage service opportunities, and more chances to count service activities as we’ve reduced the number of people in a required audience to five. The limit of service points per year remains 200. This change promotes the value of service in the organization and respects your integrity and autonomy to determine the merit of service activities. See page 10 of the High School Unified Manual for details.

Congratulations to the 2019-2020 Speaking and Service Award Winners!

PAYING IT FORWARD Alfredo Granados (’20) from Colegio Bilingue New Horizons in the Dominican Republic is one of fewer than 60 students who earned the Speaking and Service Award in 20192020. Alfredo was inspired by great examples of responsibility, commitment, and service he observed in his speech and debate coaches and team captains.

Alfredo judged debate rounds, coached younger students, and performed community service to earn points throughout his career. He prides himself on the value of service, always trying to promote the debate culture and the benefits that surround it.

Alfredo says doing things such as participating in an exhibition debate to integrate new students is a great way to stay motivated and get others excited.

While he earned service points along the way, Alfredo was motivated by simply paying it forward.

“Speech and debate is important to me because it has shown me the power each and every one of us has in our hands—the power of transformation, change, and positivity,” he says. “With the skills I have gained from my participation in speech and debate, I have managed to surpass my fears and see them as positive opportunities for personal and community growth.”

Alfredo says commitment, responsibility, and compassion remain his focus. “I am a strong believer that speech and debate is the perfect platform to share those values in sight of a better team and a better community.”

The Speaking and Service Award is presented to students like Alfredo who demonstrate integrity and honor in every aspect of their lives. They push the limits of going above and beyond in their service to their teams, schools, and communities while motivating others to serve along with them.

Kirsten Greene serves as Executive Assistant for the NSDA.

Award recipients are listed in state order.

Jackson Karl – Conway High School, AR Tustin McDougall – Sheridan High School, AR Autumn Gould – Perry High School, AZ Elisa Kim – Valencia High School, CA Citlaly Quiroz – Fort Morgan High School, CO Leslie De La Cruz – Colegio Bilingue New Horizons, Dominican Republic Alfredo Granados – Colegio Bilingue New Horizons, Dominican Republic Allana Spears – Colegio Bilingue New Horizons, Dominican Republic Vincent Scuteri – Pine View School, FL Anna Bernstein – Wellington Community High School, FL Emily Plagman – CAM High School, IA Patrick Heath – Great Bend High School, KS Nicholas Becker – Chanhassen High School, MN Drew Arends – Marshall High School, MO Hailey Arndt – Marshall High School, MO Josey Bartlett – Marshall High School, MO Adilynn Bolling – Marshall High School, MO KK Elfrink – Marshall High School, MO Josue Flores – Marshall High School, MO Aidyn Garrison – Marshall High School, MO Connor Grossenburg – Marshall High School, MO Michael Hechavarria – Marshall High School, MO Lily Hunter – Marshall High School, MO Hope James – Marshall High School, MO Olivia Kiso – Marshall High School, MO Aareyanna Larimore – Marshall High School, MO Elizabeth McDonald – Marshall High School, MO Jenna MIkle – Marshall High School, MO Matthew Robbins – Marshall High School, MO Jacqueline Rodriguez – Marshall High School, MO Rayleigh Setter – Marshall High School, MO Gelaila Smith – Marshall High School, MO Marissa Snell – Marshall High School, MO Adison Stocksdale – Marshall High School, MO Gunner Ussery – Marshall High School, MO Marissa Vestal – Marshall High School, MO Mateo Portelli – Bishop Gorman High School, NV Michael Bellia – Chaminade High School, NY Paul Caruso – Chaminade High School, NY James Cullen – Chaminade High School, NY Brett Dobert – Chaminade High School, NY Michael Santos – Chaminade High School, NY Hannah Ihrig – Wadsworth City Schools, OH Gus Glasheen – Cleveland High School, OR Elijah Kruger – Cleveland High School, OR Dev Kartan – North Allegheny High School, PA Shria Shyam – North Allegheny High School, PA Jose Solis – Caney Creek High School, TX Sean Patel – Plano Sr. High School, TX Chad Cagle – THEO Christian, TX Catie Saum – THEO Christian, TX Isaiah Garcia – Victoria East High School, TX Laurie Lamas – Victoria East High School, TX Madeline Galian – West High School SLC, UT Bharath Dileepkumar – Thomas Jefferson High School Science & Tech, VA Jay Siva – Thomas Jefferson High School Science & Tech, VA ROSTRUM | NOVEMBER/DECEMBER 2020

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COMMUNITY

Words from the Hall Embracing and Adapting to Change in the Face of a Pandemic

by Greg Malis

I

f we have learned anything as teachers and coaches in 2020, successful teaching requires being able to adapt. We have always needed to be flexible with a lesson, practice, or tournament that did not go as planned, but our ability to change on the fly wasn’t intended for an international health emergency; it was just to prepare us for the next curve ball headed our way.

Simultaneously, we combat the adage that an old dog cannot learn new tricks. Admittedly, I am guilty of being rigid to some extent when it comes to classroom teaching. As a math teacher, I scoff at some of the newest pieces of technology (e.g., computer algebra systems, electronic textbooks) and question how they help students understand material better.

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“Adversity does not build character, it reveals it.” — James Lane Allen

When someone affiliated with an online institution visited our campus, he observed one of my classes. Shortly after, he was talking to both our high school principal and the head of school and mentioned that he wanted to recruit me to teach an online course in addition to my current course load. Both administrators wished him luck in that pursuit as they were confident that I had no interest in teaching in a virtual environment.

They were right.

And, yet, on Friday, March 13, 2020, our school community was told that campus would be closed the following Monday and Tuesday and would reopen on Wednesday, March 18, as a virtual school. Although we were anticipating this and had gone through a few hours of professional

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development during the week of March 9, we only had the weekend and two additional days of planning time to get ready. This old dog had to learn a few new tricks.

Skeptic Turned Ambassador I was an early skeptic of virtual tournaments. In hindsight, much of my skepticism was rooted in a knee jerk reaction to the pandemic. We were minutes away from leaving New Orleans when the Louisiana district chair called us to tell us the district tournament was canceled. A brief time later, the Executive Council of the Louisiana High School Speech League voted to cancel the state tournament.

I was not in a good place, and I thought it was just easier to cancel the end of the season and hope to start anew in the fall.

However, a few people changed my mind. One was Lincoln Garrett at the University of Kentucky. The work that he and Priten Shah (classrooms.cloud) were doing to make the National Tournament of Champions still occur was inspiring.

The second was NSDA Executive Director Scott Wunn. Perhaps Scott read my mind and knew that I had reservations, because he contacted me. He talked through his ideas with me and my teaching/coaching colleague and wife, Alma Nicholson, for about an hour. We shared our concerns; he told us how the NSDA could address those concerns.

When the call ended, we were excited about the possibility of putting together an event for our organization.

Eventually, I supported the NSDA staff in June to help answer many pretournament technology questions regarding the use of Tabroom.com and/or classrooms.cloud.

I do not consider myself an expert in the use of those tools, but I recognized the need to become more proficient in their use and agreed to help others navigate these new platforms.

In the 25 years I spent as a coach, I embraced a number of new tools. In the early 1990s, I became an early user of TRPC and TRIEPC, tabulation software developed by Dr. Richard Edwards of Baylor University. In the late 1990s/early 2000s, I developed a database to help tournament directors with the registration process for any tournament.

As other platforms such as Joy of Tournaments, SpeechWire, and Tabroom. com became available (and made my non-web based database obsolete), I tried to learn how to use those, as well. Handling registration and tabulation by hand takes entirely too much time, and I pushed a number of speech and debate communities into the computer era in both of these areas.

At the same time, there are a number of technology initiatives that I never embraced. I never learned how to use Verbatim to assist debaters I coached to produce files.

They used it and became proficient at it; it is just something I never took the time to learn. I never learned how to flow on my laptop using a spreadsheet.

I don’t judge very many debates anymore, but whenever I do judge, I will use paper and a Pilot G-2 (.05 thickness because I am not an alien like those who use .07s!).

Like many educators, I am not a fan of change for change’s sake. Educators are inundated with all kinds of announcements about bells and whistles that improve student outcomes and/or make teaching a little less stressful. Some of those tools are quite good. Most are probably just bells and whistles that make more noise than anything else.

Essential Bells and Whistles When the current pandemic is over, when more schools open for face-to-face instruction, and when tournaments happen in classrooms instead of computer

screens, there are a number of tools that will remain with us. Software to aid in registration and tabulation will only get better. Video platforms that support virtual tournaments or scrimmages will still be options for students.

Both of these are bells and whistles that make music, not noise.

I understand the frustration I read in social media threads or emails sent to the NSDA’s tech support staff about how difficult this is, and some are projecting their frustration with change onto those who are just trying to serve the speech and debate community under extraordinary circumstances.

It is not as if software developers had years to anticipate campus closings and virtual competitions.

The first large-scale virtual tournament took place only five weeks after the NSDA announced that district tournaments could not be held in person. Just think about what was accomplished on that timeline and give praise, not criticism. New is hard.

Change is hard. But on the other side of those challenges are improved student experiences.

Learning New Tricks We need to learn some new tricks. It is often the experienced coaches who are tapped to be mentors to the younger coaches. Given some of the tech training and life experiences that some younger coaches may have had, it may be the younger coaches who now need to be the mentors (but please never count out the more veteran coaches and their ability to adapt and re-think).

On March 12, 2020, I felt like I just got punched in the gut as the NSDA announced that all in-person district tournaments were canceled and the status of the remaining culminating tournaments in our community was in flux. At that precise moment, we found a new reason to believe James Lane Allen’s words, “Adversity does not build character, it reveals it.”

Greg Malis is a two-diamond coach and member of the NSDA Hall of Fame.

Learn more about the NSDA Hall of Fame! www.speechanddebate.org/ hall-of-fame

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Dear Administrator, Last April, when it became obvious in-person tournaments would not be held anytime in the near future, the Massachusetts Speech and Debate League (MSDL) opted for a live, synchronous virtual tournament. We felt live interaction with judges and competitors was necessary for student engagement, vital in the midst of a quarantine, and integral to the activity itself. To some students, and even coaches, it was a hard sell. We were venturing into uncharted territory. Many of the students I coach had to be encouraged to compete. The concept this may be the “new normal” did not sit well with most.

With the help of all of our league coaches and many other volunteers, including past league presidents and alumni of our state league, we successfully held the first live virtual tournament in state history. Our debate rounds piloted the new NSDA Campus virtual rooms (the platform didn’t even have a name when we were using it!).

What we discovered is that the new normal works, and works well. Students got used to practicing and performing while at their homes, judges bent over backwards to make sure students in their rounds felt good about their performances, and most importantly, our students had one final, culminating activity for the school year during a time when so much else in their lives had been taken away. Almost everyone, including the reluctant participants, ended up enjoying the experience. As is always the case, our speech and debate community came together and focused on what was best for our students, and the students reaped the benefits of everyone’s efforts.

With so many challenges facing our country today, it is more important than ever to help our students find their voices, to understand both sides of an issue, and to continue to express themselves in creative and thoughtful ways. The virtual world has opened doors for our expanding community, and the community continues to offer students the ability to express their creativity and scholastic talent. Speech and debate students are not just the future leaders of our communities or our country; they ARE the leaders, fighting for social justice online, on the phone, and even in person. It often is the young who initiate change, and they once again are leading the way.

There has never been a more important time for speech and debate education. With many online platform options, tournaments are moving forward around the country, and students are continuing to learn from coaches, volunteer judges, and their competition experiences. Being able to hold tournaments online has broadened access to the activity, making it possible for students to compete without the burden of travel to distant tournament locations.

With some schools across the country currently forced to forego many traditional extracurricular options, there is no better time for schools to offer their students the opportunity to engage in online speech and debate. We may be physically apart, but our students are connected, learning, and articulating their messages. They are finding their voices.

We hope more schools will take advantage of this “new normal” and provide for their students an experience which is like no other: the community of speech and debate.

On behalf of the Massachusetts Speech and Debate League,

Greg Cunningham Greg Cunningham President, MSDL

Find this and other letters of support on our website:

www.speechanddebate.org/advocacy 56

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A new online platform from the NSDA

Are you exploring how to provide online speech and debate in a socially distanced environment?

NSDA Campus is an online platform offering team practice space and tournament hosting space at a low cost.

Host tournaments using either Tabroom.com or SpeechWire.com OUR PRIORITIES:

“Please know that most of us coaches tremendously appreciate the service and think it is a life-saver. A cost-sensible alternative to [other] platforms is an absolute necessity for public school tournaments. The NSDA provides a lot of vital services to the community. This is perhaps the most important one.

THANK YOU.” “We were going to have to raise our prices substantially to use a different platform, but we were actually able to lower our prices and make the tournament more accessible to students because of the affordability of NSDA Campus. .. We were so lucky, and NSDA Campus was SPECTACULAR the whole weekend for us.”

• Participant security • Low-cost option • Simple, integrated user experience

PER ROOM, PER DAY VISIT:

www.speechanddebate.org/nsda-campus

www.speechanddebate.org Newsstand Price: $9.99 per issue Member Subscription: $24.99 for 5 issues Non-Member Subscription: $34.99 for 5 issues

IN A WORLD WHERE WOMEN ARE TOLD TO BE SILENT, SPEECH AND DEBATE TAUGHT ME TO BE UNAFRAID OF SPEAKING UP.

JACQUELINE WEI Plano West Sr. High School, TX – Class of 2019 2018 and 2019 United States Extemp national champion

W E A R E S P E E C H & D E B AT E www.speechanddebate.org