2022 November/December Rostrum

Student Voices

Inside

Celebrating the power of speech and debate through the voices of the 2022 national champions

We tend to forget young people started some of the biggest revolutions in history. I want adults to invest more in their children's dreams to remember they are never too young to make a difference.”

— Logan Green, 2022 Dramatic Interp champion

Shop for great gift ideas for speech and debate students, coaches, and alumni at the NSDA Store.

University of Texas

UT National Institute in F o rensics National Institute in Forensics

Thank you to all of the students and coaches who joined us this past summer for the 29th Annual UT National Institute in Forensics. The UTNIF continues to be one of the largest and most accomplished summer forensic programs in the country. Just a few reasons why our students keep coming back year after year: incomparable education, superior resources, unmatched faculty, reasonable rates, tremendous alumni, and the background of the University of Texas at Austin. www.utspeech.net www.utdebatecamp.com

What does going to camp do for you?

Success in any academic activity is a product of excellent and immensely talented students, incredibly hard working coaches, supportive parents and schools, and an investment in time that may include summer opportunities. It is that understanding that makes UTNIF one of the largest comprehensive institutes in the country year after year, and why we have assembled some of the brightest forensic minds in the nation for our program. It is also that educational philosophy that has enabled alumni of our summer programs to succeed at every level, from high school and well into collegiate forensic competition.

Passion… Elegance… Excellence

UTNIF details are still in planning stages. Details, dates, and registration links will be available on our websites.

UTNIF

Dept. of Communication Studies

1 University Station Mail Code A1105 Austin, Texas 78712-1105

When I was coaching, I relied heavily on my captains to encourage peers, shape team culture, and run practices. They made my life easier while also challenging me and inspiring me to become a better leader myself. What I learned by watching them was that the greatest leaders don’t seek followers, they seek out and nurture future leaders. They don’t simply tug others along the path forward, they teach them to find the path themselves or pave their own way.

As the staff and Board evaluated feedback from students and crafted our goals for this school year and beyond, we focused on creating pathways for student leaders to guide our direction, not just follow our lead. Speech and debate offers students a chance to grab the microphone and be heard. For some, it is the first place where their ideas are fully listened to and valued. That attention and care gives students the freedom to explore their identities, question the world around them, and put their thoughts, opinions, and experience into words.

Learning to compel and hold the attention of a room is a powerful skill at any age, but is especially rare among middle and high school students. It’s why employers and admissions officers can quickly recognize a speech and debate alum: they clearly present as confident, capable leaders. I’m reminded of the words of 2012 Student of the Year, Quinlan Cao: “In my professional journey, people have pulled me aside and asked if I did speech and debate in high school because it still shows up in the way that I present myself. It gave me the confidence to go into any setting and know that I can engage the audience and tell my story.”

In this issue, we focus on the value of elevating student voices. On page 18, we introduce our new Student Leadership Council, which will incorporate student voice in our vision and decision making in new and exciting ways. We learn directly from several national champions about the message and motivation behind their performances on page 32 and explore how coaches are fostering student voices in unique ways. Plus, we invite you to consider ways you can develop student leadership on your own team by examining leadership models from three programs on page 20. We’re creating opportunities for students across the country to grab the mic, speak up, and lead. The stage is open. Spread the word.

J. Scott Wunn Executive Director

Rostrum

A PUBLICATION OF THE NATIONAL SPEECH & DEBATE ASSOCIATION

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J. Scott Wunn, Publisher

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Rostrum (ISSN 1073-5526), Copyright © 2022 by the National Speech & Debate Association (NSDA), is published five times per year (Sept., Nov., Feb., Apr., and Aug.) by the NSDA, 6600 Westown Parkway, Suite 270, West Des Moines, IA 50266. Business and Editorial Offices: NSDA, 6600 Westown Parkway, Suite 270, West Des Moines, IA 50266. Accounting and Circulation Offices: 6600 Westown Parkway, Suite 270, West Des Moines, IA 50266. 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, 6600 Westown Parkway, Suite 270, West Des Moines, IA 50266.

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.

ELECTED MEMBERS

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

Dr. Alan H. Coverstone District of Columbia

Dr. Mike Edmonds Colorado Sara Gibson District of Columbia Anoop Mishra Alabama

Holly Williams Arizona

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

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The American Legion’s National Oratorical Contest

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!

• 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.

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

Emma Noble of Alabama placed first at the 2022 American Legion National Oratorical Contest

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!

NEW! Topic Creation Hub

Frequently Asked Questions

We’ve created a central hub to answer your questions about how topics are generated throughout the school year—and ways you can get involved in the process! Visit www.speechanddebate.org/ topic-creation-hub to learn more, including:

How are potential topics, prompts, and legislation written?

How do I suggest a debate topic/resolution for consideration by a wording committee?

Who selects the topics, prompts, and legislation used in competition?

Join a Wording Committee!

Member coaches and alums are encouraged to self-nominate to serve on one of our topic wording committees. Committees will either work on topics for the 2023 National Tournament or write potential resolutions for the 2023-2024 season. The work of these groups generally will be completed between March 1 and May 1, 2023. PF and LD committees may continue working into June. Access the online nomination form at www.speechanddebate.org/ topic-committee

Congress Legislation: Seeking Student Voices

Any high school or middle school NSDA member student, regardless of their national qualification status, may submit legislation to be considered for the 2023 National Tournament Docket! Encourage your students to debate the topics they are passionate about—if they wrote it, they can submit it! Students may submit multiple pieces of legislation for consideration. If their legislation is selected to be part of the Nationals Docket, they will be recognized in Rostrum, receive a trophy after the tournament, and be awarded a $100 scholarship. This is a great way to boost students’ resumes and be recognized for their research and writing skills! The online form closes February 5, 2023. Get started at www.speechanddebate.org/congress-submission.

NOVEMBER/DECEMBER 2022

Public Forum Debate

Resolved: The United States’ strategy of Great Power Competition produces more benefits than harms.

NOVEMBER/DECEMBER 2022

Lincoln-Douglas Debate

Resolved: The People’s Republic of China ought to prioritize environmental protection over economic growth.

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

2022–2023

Policy Debate

Resolved: The United States federal government should substantially increase its security cooperation with the North Atlantic Treaty Organization in one or more of the following areas: artificial intelligence, biotechnology, cybersecurity.

2022–2023

Big Questions Debate

Resolved: Humans are primarily driven by self-interest.

The NSDA conducts an intentional and ongoing evaluation of the topics we encourage students to explore. Download a copy of the Topic Rubric Questions at www.speechanddebate.org/equity-topic-rubric.

From Your Board President

Recently, I watched a short film that posed an interesting series of questions: “What if you used your one greatest gift to serve others? How could that gift impact your life? How could it impact the life of others?”

The film featured a female artist reflecting on her own talents and life’s work. For years, she had used what she believed to be her greatest talent to make hand-crafted pottery. The place settings of plates and bowls she created were widely sold, and she had made a good living from her craft. However, she longed for something more. She knew the clay she molded was capable of being more than a functional pot.

During her time of selfreflection, she was repeatedly hearing in the news about injustices perpetrated toward women around the world. She wondered if she was contributing to the problem with her silence. She concluded she was. So, she decided to use her greatest gift to create sculptures that told the stories of these women—to use her gift to communicate a message she cared about.

In her words, “Those who perpetrate hateful things on others are banking on our silence. I have found my voice of protest for the way women

are treated in the world. Hopefully, someone is listening. And, hopefully, someone will say, ‘I think the same way. I feel strongly, too.’”

Her story resonated with me because in so many ways her concern parallels the stories communicated in speech and debate. Although one uses clay, and the other relies on verbal and nonverbal communication, both mediums shape, mold, and convey powerful messages that need to be heard.

So, as we continue our 20222023 school year as a speech and debate community, consider these questions: What would our world look like if our speech and debate students used their greatest gift—their words—to serve others? What would our world look like if our students used their communication skills to celebrate student voices and foster student agency? What if they used their skills to positively impact our world? The possibilities are endless! The potential is great!

The talents and skills developed in speech and debate have been characterized as a superpower and should not be underestimated. Our NSDA alumni repeatedly tell us that speech and debate gave them a unique, almost undefinable edge that shows up over and over in

their personal and professional lives. It is an ethical advantage that makes all the difference in the world.

of our work in the lives of our students. As this artist stated, “Recognize, we all have power. What are we going to do with

As one alum explained, “In college and early in my career, I realized that I was able to navigate situations and solve problems in ways that did not seem to come as easily to my peers when they were in similar situations. My confidence helped me to try harder and move forward when others would give up. Then, I realized not everyone has a speech and debate program in their school. Since we had a program in our school, I took it for granted and assumed speech and debate was the norm. When I realized that wasn’t the case, it made me value my experience in high school even more; however, it also made me wonder why something so valuable and life changing was not in every school?”

So, as we embark on another year of speech and debate, never doubt the importance

it?” What are we going to do to mold, shape, and create a world of understanding and empathy—where our words illuminate, build, inspire, and speak volumes?

As educators, the greatest skill we can ignite and develop in our students is the multifaceted ability to think critically, form arguments, and communicate effectively—to share openly and honestly, fearlessly oppose what is wrong, and courageously advocate for what is right. Just as the artist’s fingerprints are embedded in her clay, the words and actions of our students have the power to leave a significant imprint on our world.

To be continued...

If you would like to connect with Pam, please email pam.wycoff@speechanddebate.org.

Pam Cady Wycoff NSDA Board President

What are we going to do to mold, shape, and create a world of understanding and empathy—where our words illuminate, build, inspire, and speak volumes?

TROPHY SHOP

TROPHY SHOP

Order tournament trophies, school awards, plaques, medals, and more from the National Speech & Debate Association’s Trophy Shop!

Order tournament trophies, school awards, plaques, medals, and more from the National Speech & Debate Association’s Trophy Shop!

We have thousands to choose from, or you can create customized awards for your event! As a member, you have access to wholesale prices and early invoicing.

We have thousands to choose from, or you can create customized awards for your event! As a member, you have access to wholesale prices and early invoicing.

We have thousands of awards to choose from—or you can create customized awards for your event! As an NSDA member, you have access to wholesale prices and early invoicing.

Learn more at www.speechanddebate.org/trophyshop

Learn more at www.speechanddebate.org/trophyshop

We create more than 30,000 awards for speech and debate programs every year—imagine what we can do for YOUR team or tournament!”

LEARN MORE!

www.speechanddebate.org/ trophyshop

A PATH FORWARD: MULTICULTURAL COMPETENCE IN SPEECH AND DEBATE

by Dr. Paul Porter

Speech and debate is a multicultural activity, and it reflects the diverse spaces in which many of us live. As coaches, tournament hosts, organizational leaders, teammates, etc., it is up to us to recognize and respect the granular elements of every participant in this activity. Candidly, that comes with a lot of time and effort, but in the end, results in the inclusive practices and equitable environments that we all want and deserve. Moving this sentiment from aspiration to reality requires a continuously evolving level of what Pope, Reynolds, and Mueller (2004) call multicultural competence.

Multicultural competence is defined as “the awareness, knowledge, and skills needed to work with others who are culturally different from self in meaningful, relevant, and productive ways” (Pope, Reynolds, & Meuller, 2004, p. 13). A simple breakdown of each characteristic is as follows:

Knowledge – What one knows about different identity groups.

Awareness – One’s recognition of how they view individuals from different identity groups and how individuals from different identity groups view them.

Skill – One’s abilities to successfully navigate and function in diverse spaces and with people who identify differently than themselves.

Building and enhancing multicultural competence begins with a collectivist philosophy referred to as the agenda of common caring in which we acknowledge the diversity of individuals in shared spaces, validate lived experiences, and acknowledge the way our values, systems, traditions, and procedures affect those around us (Bouge, 2002). I use the word building on purpose, because multicultural competence is not something that people just get. Rather, it is a result of listening, reflecting, and practicing ways to work toward empathy and display a sincere regard for others. To that end, I offer the following tips for building intercultural communication competence.

Be Motivated

Motivation is critical to multicultural competence. Martin & Nakayama (2010) define motivation as “the desire to make a commitment in relationships, to learn about the self and others, and remain

flexible” (p. 471). This is where multicultural competence begins. For individuals to create welcoming environments and be inclusive of diverse identities, they have to want to do so. At the foundation of developing attitudes and skills is curiosity and a desire to learn more about ourselves and others Schmitz (2012). Motivation also means an understanding that building cultural knowledge requires spending time in spaces where they are out-group members, asking questions, listening to hear (not respond), and opening oneself up to others with sincerity and even vulnerability.

Embracing Cultural Humility

Tervalon and Murray-Garcia (1998) coined the term cultural humility as a reminder that the pursuit of multicultural competence should be ceaseless. They note, “cultural humility incorporates a lifelong commitment to self-evaluation and selfcritique” (p. 117). The word humility is used here because self-awareness cannot be achieved without sincere introspection. In short: we can’t lie to ourselves. Equally important is the reality that

with self-awareness comes the revealing of truths that may be harmful to our self-perceptions. Assessing our levels of multicultural knowledge, attitudes, and skills helps us discover what we know and, more importantly, what we don’t know. This should not be a source of reluctance. It should be our goal to continuously learn more and do better.

Support Safe Spaces

Members of marginalized groups tend to seek spaces perceived as safe to their identity groups. These spaces aren’t segregated, but instead serve as enclaves in which individuals can find support and resources specific to their culture. A great example is the social or academic counterspaces found on college campuses, in which minoritized students, faculty, and staff gather and find protection from the stress of isolation, discrimination, and hostility. Safe spaces provide the presence of familiar faces and experiences, as well as license to be our authentic selves— all of which are essential for seeking refuge and re-charging. They also provide necessary sounding boards where thoughts and recommendations

are shared which, if heard, can challenge norms that traditionally advantage some and disadvantage others.

Speech and debate is a powerful counterspace, as working with students from historically marginalized groups, performing pieces that amplify historically silenced voices, and being in a community with people who share similar realities can be life affirming and even life saving. Our support of these spaces—up to and including honoring their privacy—go a long way in affirming diverse identities.

Consider Positionality

Many have the unfortunate luxury of turning a blind eye to issues faced by traditionally minoritized and marginalized identities. At best, we can claim obliviousness despite good intentions. At worst, we can boldly show aloofness and resistance without repercussion. As such, it is imperative to understand that positionality affects social and professional spaces. Takacs (2002) defines positionality as an understanding of “where you stand with respect to power, an essential skill for social change agents” (p.169). Positional power creates access to platforms that shape organizational cultures. Thus, we must consider the way in which structures of whiteness, maleness, heteronormativity,

cis-gendered identity, Christianity, and wealth inform our worldview.

Further, we must pay attention to the ways our positionality affect people’s perceptions of us. We must listen, understand the reality of others, and use our influence to move the culture of speech and debate in a more equitable and inclusive way.

If approached with sincerity and openmindedness, these recommendations can lead to intentional actions and tangible results. We can ask questions, create space to learn and grow, turn discomfort into inspiration to do better, lift the voices of those who have traditionally felt muted, realize the hurt caused by our missteps, and take steps toward reconciliation and one day, resolution.

The benefits of fostering diverse spaces–especially for our young people– are immeasurable. As an activity, speech and debate has an opportunity to be the model for effective communication in multicultural spaces. But that requires all of us to embrace the responsibility of giving our minds and hearts to each person involved. Even when that means sacrificing power and challenging the way things have always been. Fortunately, multicultural competence can play a starring role.

COMING SOON! NSDA MULTICULTURAL LEARNING ALLIANCE

The NSDA Multicultural Learning Alliance is a new initiative designed to connect coaches, judges, and educators looking to foster increased multicultural competence, learn more about issues of diversity, equity, inclusion, access, and belonging, and share ways to support marginalized members of speech and debate communities.

Through participation in this group, we hope to:

Improve multicultural knowledge, awareness, and skills to support students, coaches, judges, and educators who identify as members of historically marginalized groups as well as help address instances of inequity in speech and debate communities.

Commit to continued development of cultural competence beyond individual trainings.

More information will be available soon! Please contact dei@speechanddebate.org with any questions.

References

Bogue, E. G. (2002). An agenda of common caring: The call for community in higher education. W. M. McDonald & Associates (Eds.), Creating campus community: In search of Ernest Boyer’s legacy.

Martin, J. N., & Nakayama, T. K. (2010). Intercultural Communication in Contexts. 5th Ed. New York, New York: McGraw-Hill.

Pope, R. L., Reynolds, A. L., & Mueller, J. A. (2004). Multicultural competence in student affairs. Jossey-Bass.

Schmitz, A. (2012). A Primer on Communication Studies. Great Britain: Creative Commons.

Takacs, D. (2002). Positionality, epistemology, and social justice in the classroom. Social Justice, 29(4 (90), 168-181.

Tervalon, M., & Murray-Garcia, J. (1998). Cultural humility versus cultural competence: A critical distinction in defining physician training outcomes in multicultural education. Journal of health care for the poor and underserved, 9(2), 117-125.

Dr. Paul Porter is the Director of Diversity, Equity, and Inclusion at the NSDA.

� Address violations of harassment and discrimination policies.

�

The first point of contact for tournament attendees who have inquiries related to harassment and discrimination.

� Responds with cultural competence and care.

� Must attend a training to become a certified BIA.

Strategic Alignment Update

As the NSDA prepares to celebrate past, present, and future through our centennial celebrations in 2025, we are also embarking on a strategic realignment process with the goal of creating a framework for our future work that is centered in equity, diversity, and inclusion, and will define the role of the NSDA in service to the speech and debate field and it’s multitude of communities.

There will be several opportunities to participate in this process as subject matter contributors and experience sharers through working groups, focus groups, town halls, and other convenings. We will not limit our discovery process to NSDA members, but we highly value the feedback and perspectives of member coaches, students, and administrators based on your unique journeys in the activity.

Please stay tuned to our newsletters for opportunities to contribute to the next 100 years of NSDA support for speech and debate! Go to www.speechanddebate.org/ newsletters for an archive of recent communications or sign up to receive future emails.

Recent Board Minutes

The minutes from the Board of Directors’ September Competition Rules meeting and Fall Board meeting are available online: www.speechanddebate.org/minutes-archive.

Policy Debate Topic Selection

Member students and one chapter advisor per active school are invited to rank the final two Policy topic resolutions offered for 2023-2024. A synopsis of the topic areas is available online at www.speechanddebate.org/topics

Voting ends December 15, 2022.

Native American Heritage Month

This November, we invite you to commemorate Native American Heritage Month with our classroom posters and competition resources, including a literature collection featuring works by and about Native American and Indigenous Peoples. To learn more, visit www.speechanddebate.org/native-american-heritagemonth

International Day of Persons with Disabilitie s

In honor of the International Day of Persons with Disabilities on December 3, we have created a poster series featuring speech and debate coaches and alumni! In addition, you’ll find a literature collection featuring stories by and about persons with disabilities. Visit www.speechanddebate.org/international-day-ofpersons-with-disabilities to get started.

Member Recognition

Each year, the NSDA recognizes a variety of achievements among its members, including the list of Top 100 Schools, Club Awards, Leading Chapter Awards, and All American Awards. Join us in celebrating the winners for 2021-2022! For complete details, check out the press releases at www.speechanddebate.org/news.

Postage Report

The NSDA submits an annual postage report for Rostrum as required by the U.S. Postal Service. Visit www.speechanddebate.org/ 2022-postage report for details.

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

NATIONAL TOURNAMENT UPDATES

Our annual National Tournament will be held June 11-16, 2023, in Phoenix/ Mesa, Arizona. Read on for new details about qualification and events.

Middle School Based on member feedback, the Middle School National Tournament returns in person this year! Registration will be in Phoenix/Mesa in the evening on Tuesday, June 13, and competition will run Wednesday through Friday.

Nationals as a Member Benefit

To expand access and deliver value, every member school will have the opportunity to enter up to two non-qualifying students in supplemental events at the 2023 National Tournament. This year, there is no requirement that those schools or students attended the district tournament.

Last-Chance Qualifier Continues

The Last-Chance Qualifier will be held April 27-29, 2023. Eligibility requirements will remain the same: schools must have attended their district tournament to participate, but students do not need to have attended the district tournament. Only students who did not qualify in a main event may enter. In addition to the established number of qualifiers per event at the Last-Chance Qualifier, a limited number of top-performing students from schools with no other National Tournament qualifiers will also advance to Nationals.

High School Competition Options

Students will be able to re-register in up to two total supplemental speech events (one per pattern) at the 2023 Nationals as opposed to three. Online divisions of supplemental events will not be offered this year.

What’s Next More information will be available in early 2023. We can’t wait to host you at the National Tournament!

COMMITTEE MEMBERS

The NSDA staff thanks the following members of our community for their guidance and expertise!

• Pam McComas, Chair

• Jay Rye, Board Liaison

• Sue Anderson, Midwest Region

• Eric DiMichele, Northeast Region

• Mark Ferguson, Central Region

• Crawford Leavoy, South Region

• Susan McLain, Northwest Region

• Steve Meadows, Mid East Region

• Adesuwa Omoruyi, Southwest Region

• Tony Ugalde, West Region

• Chase Williams, International Region

• Don Crabtree, Historical Leadership

• Jim Copeland, Historical Leadership

Our group is small but growing. Read on for ways YOU can get involved!

A Centennial Celebration of the National Speech & Debate Association

The Centennial Celebration of the National Speech & Debate Association officially begins at the June 2024 National Tournament and culminates at the National Tournament in June 2025. While both of these events will take place in Iowa, satellite celebrations will be hosted throughout the country all year long. We are in the information gathering and planning phase and welcome you to be part of the process by volunteering for a focus group or committee work group!

1 Y E A R S

Y E A R S

GET INVOLVED

We’re seeking a diverse group of coaches, students, and alumni to volunteer to serve on a focus group or committee work group! Focus groups will include listening sessions and brainstorming sessions about the lasting impact of the centennial celebration. If you or someone you know is interested in sharing your thoughts and being part of this discussion, please email angela.mcmillan@speechanddebate.org . You will be contacted once meeting dates are set.

Committee Work Groups

• Content

• Development

• Finance

• Marketing

LOGO CONCEPTS

• Member Engagement

• Nats25 Event Team

• Satellite Celebrations

Our team is currently working on developing a commemorative logo and other marketing materials, including potential merchandise items, to help celebrate the centennial. Email angela.mcmillan@speechanddebate.org if you’re interested in joining the conversation!

ELEVATING STUDENT VOICE:

N EW STUDENT LEADERSHIP COUNCIL

by Annie Reisener

To increase student voice in the organization’s decision making and programming, we are excited to announce the new Student Leadership Council (SLC) . The SLC will be composed of high school student members of the National Speech & Debate Association who will provide feedback and recommendations throughout the year to ensure we are meeting students’ needs. The idea for the SLC is based on requests from students in the 2021 student membership survey for more leadership opportunities and avenues to contribute to and influence the NSDA.

Potential Responsibilities

Council members will have a variety of ways to be involved in the NSDA’s operations, including:

Providing feedback on the organizations’ programs, offerings, and initiatives from the student perspective to drive improvements.

Consulting on the NSDA’s execution of its mission and vision as it relates to students.

Helping to shape NSDA resources for students. This can take several forms, from brainstorming materials for the NSDA staff to create (e.g., training material to explain framework in LincolnDouglas Debate) to contributing their tools and resources (e.g., adding ideas to a collection of practice activities and drills) or taking the initiative to make something from scratch (e.g., a studentauthored guide to starting a team).

Writing for Rostrum magazine, including team profiles or content based on their experience.

Collecting footage and behind-the-scenes content from tournaments to share on NSDA social media.

www.speechanddebate.org/ student-leadership-council

Considerations

It is not necessary for students to have experience or interest in every area; we welcome applicants with a strong interest in a single area. Please consider recommending students who have skills or interest in one or more of the following:

Have a passion for shaping the NSDA’s future

Enjoy leading team practices, peer coaching, or developing resources for your program

Value collaborating with diverse groups of people

Have strong writing skills

Excel in creative problem solving

Have familiarity with social networking platforms

Selection Process

Each district has the opportunity to nominate one member student for consideration. High school students who will graduate in 2024, 2025, or 2026 are eligible for nomination. Coaches may submit nominations through a standard online form, which sends a copy to both the national office and the district chair. Nominations are currently open! District winners must be reported by March 1, 2023.

District nominees who are finalists for the SLC will be asked to submit a short video this spring explaining why they’d like to be part of the SLC and how they envision contributing in their own words. Selected students will serve for the 2023-2024 school year. Students can expect to commit to three to five hours per month for the council.

This is a unique way to influence the organization’s future and an excellent addition to any student’s resume. If you know a student passionate about improving speech and debate, please tell them about this program! Nominate a student or learn more at www.speechanddebate.org/student-leadershipcouncil.

Annie

Our 2022 National Student of the Year, Arjun Banerjee, had the opportunity to serve in a student leadership role in September at the NSDA Board meeting. Here’s his take on the SLC and the role of student voice in the NSDA.

Waking up at six in the morning? No chance. Helping craft the future of speech and debate for hundreds of thousands of incoming students? Now I’m interested.

A few weeks ago, I was asked to be a voice for students at the NSDA Board of Directors meeting, and, despite the early start time, I gladly accepted the privilege. In the meeting, as the only person under 18, I was uniquely able to craft advice surrounding the mental health crises I’ve witnessed in our activity, develop pitches to increase student participation, and share the struggles of being a debater from a small school. Yet, out of the millions of past and present speech and debate students, I was the first one to ever have this exhilarating experience.

The NSDA is unique. It is an organization for students, but decisions have been made for the longest time without students. Thankfully, with the advent of the Student Leadership Council, you—the student—are now at the forefront of the organization. Indeed, after hours of searching to find the perfect card, weeks of perfecting a scene in your Interp, months of writing and memorizing your Oratory, and years of learning the intricacies of your event, why shouldn’t you be the person crafting the future of your activity? After all, who knows more about the stressors, inequity, and deep-rooted problems of speech and debate than students?

is the Director of Membership at the NSDA.

Being Student of the Year has given me the unique opportunity to create change and share not just my story, but the stories of all small school, newly established, and underfunded debate programs around the country. Yet, there are many more experiences our community needs to hear—what’s yours?

Reisener

NSDA LEARN COURSE

HOW TO BUILD A STUDENT LEADERSHIP PROGRAM

by Annie Reisener

Offering leadership opportunities on your team facilitates peer coaching and mentorship, positively influences team culture, fosters leadership qualities in students, and inspires the next generation of coaches. Our latest NSDA Learn course, How to Build a Student Leadership Program, explores formal and informal student leadership opportunities with examples from programs around the country.

COURSE EXCERPT

Considerations

A leadership program will ultimately offer you more flexibility. By shifting some of the day-to-day coaching responsibilities to students, you can gain back valuable time for team administration, working with individual students, or working toward long-term team goals. You should, however, expect the first year of the program to require a significant amount of work on your part to set expectations, build systems and documentation, and train students. Once you get the wheels on and the program starts to cruise, each subsequent year will require less oversight as returning students know what to expect and take on leadership positions of their own.

Leadership Qualities and Selection

When crafting a leadership program, it’s important to remember that the best leaders may not be the best competitors or the students who have been on the team the longest. Individuals who have competitive strengths but have faced challenges often relate to the struggles others are having and are able to communicate strategies that worked for them. Extremely successful

competitors may prioritize their own competitive goals over the needs of the team or may not understand how to break down tactics or techniques if things have come easily to them. Great leaders may also be students who are involved in many activities and are leaders in other programs at your school.

Your leadership should be representative of your team’s demographics and feature a mix of genders, races, ages, event specialities, and experience levels that reflect your team as a whole. Representation matters, and it is meaningful for students to have team leaders who they can see themselves in, particularly if they do not identify with a member of the coaching staff.

Suggested qualities/strengths in team leaders:

• Strong communication skills: Understands the coach’s vision and can communicate it clearly to other students and adults.

• Strong technical skills: Understands the tools allowed by the school and can easily teach others how to use them.

• Specialized skills: Excels in money management, note taking, photography, communications, writing, team building, fundraising, or another skill relevant to a particular role on the team.

• Initiative: Understands what needs to happen and can begin work independently to get it done.

• Positive attitude and approachability: Others perceive them as being happy and good natured. They serve as a role model for team behavior.

• Strong organizational skills: Able to prioritize and set schedules and distribute to all concerned.

This course explores three leadership models with various degrees of formality. Each model features a real-life team, along with resources and processes they use to implement the model that you can borrow.

Appointed Executive Board

This model is comprised of officers and captains, all of whom are chosen by coaches. Captains, who run practices and coach peers, are distinct from more functional executive roles where students organize events, coordinate communication, and drive team sustainability. Students have a voice in the decision making through formal interviews and recommendations from outgoing seniors. A formal selection process makes this model the most strenuous of the three in terms of setup, but it is the clearest cut when outlining roles, responsibilities, and processes.

Mixed Executive Board

This model allows coaches to select event captains while students choose the officers through an election. A high number of roles are used by the example team, but for smaller squads, those roles can be combined to meet the needs of your team. For larger teams, the model allows many students to serve while ensuring the weight of their responsibilities does not prevent them from participating in other activities.

Captains and Mentorship

On many teams, varsity students naturally lead younger students. Coaches have a general sense for these strengths through observation of interactions and can trust them with increased responsibilities. A less formal leadership program identifies students who are naturally leading the team and bestows a position upon them. With a strong culture of peer coaching and mentorship, student leaders rise to meet the expectations set for them. This model enables you to gain the benefits of a leadership program with less start-up investment in advance to build the process and structure.

When evaluating each model, stop to consider:

• How would training leaders fit into your existing plans for how to start the year?

• What elements of this model are already naturally part of your team culture? How much trust are you already placing in students to teach their peers?

• How would an informal structure gel with your work style?

• What elements of your role does this structure prioritize you focusing on? Are those elements where you want to be investing your time?

• Which Executive Board positions would be most useful for your team? Are there any you would combine or eliminate?

• Would a fully elected, appointed, or mixed board work better for your team?

• Does your school have requirements for leadership positions? If so, how do interview processes or elections fit in?

NSDA Learn courses are available on-demand and can be taken at your leisure. This course is worth one credit hour of professional development. A certificate is available upon completion of the course. Upon completion of the How to Build a Student Leadership Program course, you will be able to:

• Identify and build a student leadership model that fits your team.

• Attract, interview, select, and onboard student leaders.

www.speechanddebate.org/ learn

• Train leaders to run practices and bootcamps independently.

Annie Reisener is the Director of Membership for the NSDA. Special thanks to Kate Hamm, Kapua Reeves, Erik Dominguez, Jan Pizzo, and Leilani McHugh for their contributions to this course.

MIDDLE SCHOOL

START HERE : TEACHING MIDDLE SCHOOL PROGRAM ORAL INTERP

Introducing students to new speech and debate events can be challenging.

Our Start Here series provides a roadmap to teaching students with grab and go lesson plans easily adapted for after-school.

LET’S GET STARTED!

TEACHING MIDDLE SCHOOL PROGRAM ORAL INTERP

Program Oral Interp requires a unique marriage of skills. It is strongly suggested that students have experience or a healthy understanding of Public Address events and the other Interpretation events before embarking on the challenge of POI.

This curriculum is designed to be used as a culminating unit after teaching the Middle School Public Address and Middle School Interp units to allow more student success with this unit. Teaching all three units will require a total of approximately 18-19 weeks (one semester), with each unit comprising approximately six weeks each.

These materials are appropriate for both middle school students and high school novices. Check out an excerpt on the following pages!

EVALUATE POI SPEECH VIDEO 1

As you watch, take down a few notes on what you hear and observe in the speech. Use the outline below to guide your notes.

f Title: f Which genres were used? (circle the genres you heard)

PROSE POETRY DRAMA f What theme or argument was used? (In other words, what was the point of the POI?)

f Was there a clear Dramatic Structure?

f Could anything have been improved in the Dramatic Structure?

f Did all of the literature fit together as one whole program? (Did it all match the theme/argument?)

f Could you tell when the student switched from one piece of literature to another?

NAME: NATIONAL SPEECH & DEBATE ASSOCIATION • www.speechanddebate.org

f What was used to make those switches (transitions)?

f How were blocking and characterization evident?

f Which character(s) made an impact? Why? (How did they underscore the theme or argument?) f How was the black book used as a prop?

* answer key included online

Save time introducing novices to POI in class or at practice with our Start Here lesson plans.

SAMPLE PLAN

START HERE : TEACHING

MIDDLE SCHOOL

PROGRAM ORAL INTERP

LESSON 2: CHOOSE A THEME OR ARGUMENT

TOPIC:

Choosing a Theme or Argument and Creating a Theme Statement for a POI

Essential Question +Objectives

What is the importance of Theme in literature?

1. Students will be able to explain and effectively utilize tools to choose a theme or argument for their POI.

2. Students will be able to create a theme statement that will serve as the core of their POI.

MATERIALS/RESOURCES:

• NSDA Video (preview for appropriateness) . Suggested video: “ Keep Going ” from the 2018 final round

• Access to Google Slideshow POI Creation: Choose Your Theme or Argument , computer, and projector. If these are unavailable, you can print the slideshow.

• POI Brainstorm and Theme Creation assignment

• Access to Google Classroom if the assignment will be given that way

• Handouts – one per student:

» NSDA Rules for Interpretive Events (from Lesson 1)

» Evaluate POI Speech Video 1 (included)

» Theme Handout (included)

» Interpretation of Literature textbook

Insight:

Students who have already created and performed a PA (Public Address: Informative or Original Oratory) and Interp (Interpretive: Dramatic Interpretation/DI, Humorous Interpretation/HI, and Duo Interpretation) have multiple tools in their toolbox that will make the creation of a POI much easier. Throughout the POI instruction, students will have an opportunity to review what they already know from those units; this will give them a measure of confidence as they begin considering their POI. If students have not created a PA and Interp speech, these lessons will introduce the skills learned in those units.

www.speechanddebate.org/ start-here-teaching-middle-schoolprogram-oral-interp

For this specific lesson, students will review what they learned in the Interp unit about Theme and creating a Theme Statement. While this was important in Interp, it is vital in POI, since the theme or argument serves as the core of the POI itself. Students will extend what they have already learned by choosing their theme first and then finding literature, rather than choosing the literature first and then finding the theme as they did in Interp.

SAMPLE PLAN (continued)

LESSON 2: c h OOSE a Th E m E O r a rgum ENT

ONE-DAY LESSON

START HERE : TEACHING MIDDLE SCHOOL PROGRAM ORAL INTERP

HOOK 5-10 minutes

1. Have students get out the NSDA Rules for Interpretive Events that they read for homework.

2. In their small groups, have them discuss the extensions from yesterday that they found in the homework and any questions they had.

3. After a few minutes, allow any unanswered small group questions to be posited to the class as a whole. If no student can answer the question, you should do so.

4. Many students will pick up on the last sentence in Length (“No minimum time is mandated”). As a teacher, you should decide how you want to handle this in class. Point out to students that:

• A speech of less than four minutes typically won’t allow a student to develop either an argument or tell a complete programmed story.

• If they take a short speech to a competition, and all other speeches are eight to 10 minutes long, judges will have a hard time seeing beyond how short their speech is. Ask students: “If your speech is spectacular, but is only three minutes long, and all the other speeches are okay but eight to 10 minutes long, what is a judge likely to think?” They typically understand that a judge is going to think the student with the shorter speech didn’t work as hard, and therefore won’t rank them as highly.

5. Ensure that students have a basic understanding of POI. It will become clearer in the next couple of days if they are still feeling a bit confused. Today’s video will help.

BODY 30-40 minutes

1. Watch a video of a past POI (one video suggestion: “Keep Going ,” from the 2018 final round). Give students the Evaluate POI Speech Video 1 handout (included) and have them use it as they watch the video. A key is included for your purposes. Allow time for observations and questions after the video. The goal is to more firmly solidify yesterday’s lesson into the minds of students, particularly the idea of “programming.”

2. Open the Google Slideshow .

• Slide 2: This is a list of the skills and tools learned in the previous two units (PA and Interp). Explain that all of these skills and tools are going to be used in creating their POI. These are listed in the order they were learned in each previous unit. We’ll review them one at a time, but not necessarily in this order. If students have not previously created a PA and Interp speech, these skills will be reviewed as you proceed through this unit.

SAMPLE PLAN

(continued)

LESSON 2: c h OOSE a Th E m E O r a rgum ENT

START HERE : TEACHING MIDDLE SCHOOL PROGRAM ORAL INTERP

Use this as a preview of the skills to be taught rather than a review if students have not previously completed a PA or Interp speech.

• Slide 4: Review the answer, giving any necessary explanation and clarification for students.

» Hand out the Theme Handout (included) if students don’t already have it from a previous unit. Review as needed. Go over the information, answering any questions. It can sometimes be a stretch initially when students realize they need to choose their theme first. Pull a couple of examples from the Theme Handout and ask them to think of stories or books they’ve read that could fit that theme. Alternatively, if your students are all reading one novel in their ELA classes, ask them to name some of the themes that would fit the book. Then ask them to create a true theme statement for the book for their given theme.

3. Give students the Brainstorm assignment either in paper form or in Google Classroom. Have them use the Theme Handout (included) for the Brainstorm assignment.

4. Give students the remainder of the period to complete the POI Brainstorm and Theme Statement Creation assignment. Expect students to work on this independently and without discussion among themselves. Remind them as necessary that their POI is a program about something they are passionate about. It can be serious or simply fun, but they need to work on this in their own headspace.

NOTE: If students created a theme statement for a previous Interp, they will likely be much more comfortable and confident in completing this assignment. If any of them are anxious about doing this assignment “just right,” remind them that it is a rough draft: you will grade these and make suggestions for improvement as needed. They will be returned at the start of Lesson 5. Stress that their job is to follow the directions and include the required information. You will give help as needed once they have turned in the rough draft. Once these have been turned in, review the theme statement to ensure it is broad and general. Students may need to be reminded of the criteria defining theme (from Slide 4) to create an applicable theme statement. At the very least, they should have an evident theme (although it may be alluded to rather than stated outright) and an argument or issue they want to address. This will be reviewed again in a later lesson when students will have had more exposure to POI videos and have analyzed several NSDA performance POI Introductions.

CLOSURE 5 minutes

Allow students to complete the Brainstorm as homework if it wasn’t completed in class. Ask them to bring any literature they may want to use for their POI to class next time (some of them will have some ideas by this point). Reassure them that if they have no idea what literature they want to use, there will be time to figure that out. Bringing in the literature now is a suggestion, not a requirement.

www.speechanddebate.org/start-here-teaching-middle-school-program-oral-interp

Tabroom.com now offers hybrid tournament features for debate events! Hybrid debate tournaments host a portion of the competition virtually, which means rounds occur both in person and on NSDA Campus or another video conferencing platform. The following are the steps to creating a hybrid tournament.

1 Create Your Rooms

First, go through the process of requesting a tournament on Tabroom.com. After the tournament has been requested and events have been created, you can select the settings that designate the tournament as a hybrid tournament. These settings are only available in debate events.

figure 1

TABROOM.COM TIP

HYBRID TOURNAMENT FEATURES IN DEBATE

by Kevon Haughton

At Settings » Events » Online, toggle the button Y for an “Online/In Person Hybrid” tournament (figure 1).

Then, select whether the online portion of the tournament will be hosted on NSDA Campus or another video conferencing platform. If you are not using NSDA Campus, select the “Synchronous via pre-created room URLs” setting (figure 1).

If you are using NSDA Campus, be sure to purchase and allocate your rooms at Settings » Tournament » Payment. Then, set up your in-person rooms at Settings » Sites & Rooms.

If the online portion of your tournament is using nonNSDA Campus virtual rooms, create your tournament site at Settings » Sites & Rooms » Add/edit tournament sites (figure 2). Add your online rooms and your in-person rooms. Because your tournament is hybrid, do not designate your site as online on the Site Settings tab. Instead, add your virtual room links as the map URL for each online room (figure 3).

figure 2 top illustration by Freepik

To learn more about Tabroom.com features and support, visit docs.tabroom.com and support.tabroom.com

figure 3

2 Marking Online Entries and Judges

Once you have marked an event as “Online/In Person Hybrid” in event settings, coaches will be able to designate which of their entries and judges in that event are online during the registration process. As a tournament administrator, you can designate participants as online by going to their entry or judge edit screen and toggling “Online Hybrid” on the right side of the page.

3 Pairing Hybrid Events

During the tournament, you’ll notice a computer icon next to online, remote judges and competitors on the pairing screen, round details screen, and the online status dashboard (figure 4). When you pair preset debates, the software will automatically try to maximize in-person-only and online-only debate matchups. When powermatching, the bracket will come first, and more hybrid debates will occur.

Hybrid debate events using NSDA Campus will find that Tabroom.com can automatically assign the correct type of room to a round. When a debate is occurring with two entries and a judge all marked as online, Tabroom.com will only assign that debate an NSDA Campus room.

When a debate is occurring with participants who have a mix of in-person and online status, Tabroom.com will assign both an in-person room and an NSDA Campus room for that debate.

When you’re using non-NSDA Campus online rooms, plan to assign rooms manually to ensure the correct type of room is assigned according to the participants’ needs.

If you make changes to a pairing with a judge or competitor that is online, be sure to toggle the Online/Hybrid button (figure 5) on the round details screen to ensure the correct room is chosen, which will enable or disable the video link in your tournament sites.

figure 5

Kevon Haughton serves as Tournament Services Coordinator at the NSDA.

FREE DEI Resources for Tournaments

Join us in making speech and debate a more diverse, equitable, and inclusive activity.

Calendar of Cultural Observations

https://tinyurl.com/ykmdh84j

Use this calendar to respectfully plan your classroom and team activities.

Inclusive Tournament Checklist

www.speechanddebate.org/ inclusive-tournament-checklist/

Use this checklist as a starting point to measure your tournament’s inclusion efforts or plan for the future!

Restroom Best Practices

www.speechanddebate.org/ gender-neutral-restroom-best-practices/

Create a more meaningful, inclusive space for attendees with Caucus Recommended Gender Neutral Restroom Best Practices.

Gender Neutral Restroom Sign

www.speechanddebate.org/ gender-neutral-restroom-sign/

Download a printable Gender Neutral Restroom Sign.

Pronoun Usage Best Practices

www.speechanddebate.org/ pronoun-best-practices/

Correct pronoun usage is a crucial step for making the speech and debate community safer and more inclusive.

Tournament Invitation Templates

www.speechanddebate.org/ tournament-invitation-school-admins/

Download our templates for inviting school administrators to observe local speech and debate tournaments.

Belonging and Inclusion Station

www.speechanddebate.org/bis/

(formerly known as Equity Office) Students need to feel tournaments are as safe and as equitable as possible.

Coaches’ Caucuses

www.speechanddebate.org/equity/#h2-3

Coaches’ caucuses are a great opportunity to network and join in important discussion and dialogue.

www.speechanddebate.org

There are many things that make a truly great tournament experience, but one of the most important aspects is something that often gets lost among the sea of moving parts—the food!

TRUCKS

by Angelique Ronald

While there are a few tournaments that exist almost in legend for their exceptionally tasty offerings, the truth is that the default at most competitions is what is accessible and affordable: chips, candy, and pizza for the kids, while the adults may luck out and get a tray of deli sandwiches alongside an ever-gurgling industrial-sized coffee pot. It’s not exactly haute cuisine, but it does get the job done when we have to feed a small army on a limited budget, all while scrambling to coordinate judges, self-locking classroom doors, tab explosions, and actually trying to coach students.

Here are some truths:

We have folks with increasingly diverse dietary needs at our tournaments, whether health based, culture/ religion centered, or simply a matter of preference. Providing nutritious, thoughtful, culturally sensitive meals is a great way to show respect for our attendees, but it also makes our space more accessible to more people.

Most of us do not want kids and judges wandering off campus mid-tournament because they missed the chance to grab something before the food ran out. This is not only a major safety concern for the kids, but judges who leave to get food may very reasonably

opt to just not return, leaving the tournament in a tough spot.

Like most things in life, it is time and money stopping us from solving the above two items. It costs a lot to do catering with multiple options—plus, how do you know how much you will actually need? None of us have budgets that give us any kind of wiggle room to waste, so we default to what we know works (even if we all kind of resent another quartered Costco muffin or cold piece of pizza).

But what if I told you there is a better way? It’s easier and will make you money, too.

photo by Freepik

Several years ago, we decided to reimagine tournament food at the California High School Speech Association State Championship. With a focus on accessibility, we began working with local food trucks on mutually beneficial arrangements. In fact, our system has worked so well that some of our local leagues and state invitationals have adopted the same practice with great success.

The steps are simple:

Source the food trucks. Personally, I do a search on Yelp and Instagram, but also ask around— your students, colleagues, and friends probably all have favorite trucks.

Make initial contact. Be clear with the terms: “This is a school event on [X] day with [X amount of] people who will be on campus the entire day. We would

need $[X] as a deposit to hold your spot, then we generally do a [X]% profit share with trucks we’ve worked with in the past. Are you available and interested in partnering with us?” This is also a great place to outline if you have specific dietary needs you’re looking to honor. Send the contract. Your school district may already have a base food truck contract you can use, but if not, Google “Food Truck Contract” + [your county], and you will probably find an option you can modify to fit your needs.

Communicate. Ahead of the tournament, verify with the trucks where they should meet you the day of your event. Remember to be super positive and appreciative at all stages, since this might be your chance to establish a fantastic, long-term working relationship with a local business!

Let’s get down to the brass tacks— aka, what you’re really curious about: the money.

While it is standard for food trucks to charge a fee to come to an event, our events are not like the typical weddings or birthday parties, so we don’t ever pay the trucks to come to us. We are giving them a captive audience, so that means they pay us for the privilege of having access to our folks. I normally ask the trucks to initially give a deposit—usually

$200 to $300—to secure the slot for them, then I require a profit share of their net profits at the end of each day. While the percent profit share I ask for varies, I usually start by asking for 20%, but never negotiate lower than 10%. Each evening of our tournament, a designated tournament official will go from truck to truck and collect our share of the money. We end up bringing in several thousand dollars in revenue, all while doing less work, providing more options, and supporting local businesses—it’s truly a win-win-win.

Speech & Debate

Additional considerations:

Make sure the trucks understand that there will be surges around lunch time , so they can be prepared to move quickly.

Talk with your trucks about doing discounted, bulk catering orders of trays that you pay for directly to put in your judges’ lounge or to surprise your staff. You can usually get a fantastic rate!

I loved that there were food trucks. It made it easy to get a meal on a time crunch. No one would be late to rounds, and the choices allowed for a myriad of experiences some have never had!”

— Ameya, Mountain House High School Alum

Looking back on my state tournament experience, beyond long rounds and competitive thrill, I enjoyed sharing meals and memories with others. The food trucks afforded me incredible agency, especially the vegetarian and halal options, to choose food I actually wanted that aligned with my beliefs and practices.”

— Dhruva, Mountain House High School Alum

One great thing to negotiate is a flat rate on meals for you to award to folks. Basically, you can give someone a ticket, and they can exchange the ticket for food at the trucks. The trucks then charge you a flat rate (usually heavily discounted from the posted pricing), which they are usually happy to deduct from your cut of the profits at the end of the day. This is a great way to spoil hardworking staff with free specialty coffees or to help students facing food insecurity due to financial access be able to get the same good food as their teammates.

Involve your students! While the grownup should be the one handling the actual contract, there are tons of ways to get your students involved in this process. Whether it is sourcing the food trucks and doing the initial contact or being the designated tournament helpers who check in on the trucks and collect the money each night, this is a wonderful opportunity for kids to get practice with important life skills like communication, organization, and negotiation.

Angelique Ronald is the State Tournament Director for the California High School Speech Association. If you’d like more information, please email her at Director@CHSSA.org.

illustration by Freepik

ELEVATING Student Voices

compiled by Angela McMillan

We invited several students to discuss the power of their final round performances using pieces important to their identities.

“PATRIOT PRIDE”

Topic: Patriotism

Thesis: If America continues to promote the idea that patriotism is to blindly love, irrespective of our flaws, we are doomed to continue our past and present mistakes.

What was your call to action for the audience?

To critically observe and evaluate America on our core values of justice, equality, and freedom. Why is your call to action important to you and our future?

Put simply, the future and success of our country depends on it. In order

to continue to strive and make progress in our nation, we must be willing and ready to identify its shortcomings. To me, this call to action is important because I love this country, its opportunities, and its promising future. However, to love this country does not mean wholesale agreement and compliance. I love this country enough to push it to live up to its values and standards.

What actions would you like our readers to take next?

Observe and engage with your environment

and society with a critical eye. To be critical is to engage in dialogue and question the world around you. Most importantly, to be a critical patriot is to be part of the change. Start small and engage in the community around you! Help organize drives to aid those hit by Hurricane Ian. Volunteer on the weekends for local organizations. And if you’re 18 or older, vote in local elections. It is through small, local efforts that we can bring about national dialogue and lasting change.

Access Ester’s performance online: www.speechanddebate.wistia.com/ medias/ujgu92171h

PAM AND JOE WYCOFF ORIGINAL ORATORY NATIONAL CHAMPION

Esther Oyetunji from American Heritage Broward HS, FL Coached by Ryan Levesque, Joele Denis, and Spencer Orlowski

“A SECOND LOOK”

Anneteke Adoga from Woodbury High School, MN

Coached by Suzanne White, Dillon White, and Suha

Topic: The Second Amendment

Thesis: “A well regulated Militia, being necessary to the security of a free State, the right of the people to keep and bear Arms, shall not be infringed.” This speech examines the history of the second amendment, explores how it has shaped the American identity, and shines a light on several critical implications.

What did you want the audience to learn from your speech?

Rather than trying to persuade the audience that the second amendment was good or bad, I wanted us all to examine the amendment’s impact on how we as a country view race, violence, and self-defense. I wanted the audience not only to learn about the amendment’s origins but also the historical events that led to its ratification. When talking

about this amendment, the conversation often is framed in a way that makes it seem like the amendment was a foundational part of the United States’ creation, rather than a recent addition to the constitution that helped further discriminatory ideologies. I also wanted the audience to realize how recently our current gun laws were implemented. These laws have not always been like this, and I hoped my speech would inspire the audience to have faith that we will be able to build a world where our freedom, our safety, and our right to a life free of discrimination can coexist.

Why is this knowledge important to you and our collective future?

In recent years, the conversation surrounding guns and the second amendment has seemed very hopeless. Especially as a student and a Black person,

Musa

when talking about guns and gun violence, many individuals have made the harm that has come upon these groups as a result of gun violence seem like an inevitable part of our livelihood, rather than a flaw in our system that we have every tool available to change. I hope the information in my speech provides some hope to those who feel hopeless when listening to or engaging in conversations concerning the second amendment.

What actions would you like our readers to take next?

I would urge them to stay curious! There is always more to the story than meets the eye, and asking questions is how we progress.

Access a breakdown of Anneteke’s speech online: www.tinyurl.com/5yyxz799

Access Logan’s performance online: www.speechanddebate.wistia.com/ medias/x8qwwtfrs0

LANNY D. AND B. J. NAEGELIN DRAMATIC INTERPRETATION NATIONAL CHAMPION

“WARRIORS DON’T CRY”

Logan Green from Hattiesburg High School, MS Coached by Scott Waldrop and Reginald Chapman

Topic: Little Rock Nine

Background: On September 4, 1957, nine African American students arrived at Central High School in Little Rock, Arkansas. They made their way through a crowd shouting obscenities and even throwing objects. Once the students reached the front door, the National Guard prevented them from entering the school and they were forced to go home. The students returned on September 29. This time, they were protected by federal troops. The students were able to enter the school, finally integrating Central High School. This group of students became known as the “Little Rock Nine.”

What was the theme of your cutting?

Warriors Don’t Cry is such an inspiring yet gut-wrenching story. In her book, Melba Patillo Beals covers a lot of bases that I felt added a different element to the story, but with a 10-minute time limit, it was hard to include everything I wanted. I cut the piece in

a way that showed Melba’s resilience as well as her innocence. I wanted to emphasize that the Little Rock Nine made a major impact on our nation’s history while they were high school students. What did you want the audience to gain from your performance?

I chose this piece because it is a pivotal moment in history told from a firsthand account. It was important to me to tell the story from the perspective of one of the Little Rock Nine members because society tends to rewrite Black history without acknowledging the oppression that still haunts Black people today. This story needed to be told in its truest form, in a way that is contextualized and explores the true parts of history. Central High School was integrated less than 70 years ago. I wanted the audience to realize that these moments aren’t as far back as they may think.

Why is this important to you and our future?

My grandparents lived through the Jim Crow

Era in Mississippi, so this story has a special place in my heart. They have told me stories of how they were harassed on their school walks, on the bus, and in the classroom. I am able to participate in programs such as speech and debate and use my platform to speak out thanks to people like the Little Rock Nine and my grandparents.

What actions would you like our readers to take next?

We tend to forget young people started some of the biggest revolutions. History is filled with examples of this, such as the Little Rock Nine, Claudette Colvin, and the Freedom Riders—even today, there are countless young activists emerging. The youth has always been a powerful agent of social change. I want adults to invest more in their children’s dreams to remember they are never too young to make a difference.

Angela McMillan is the Director of Marketing and Advocacy at the NSDA.

Following are several more powerful excerpts from performances shared on the 2022 final round stage:

HUMOROUS INTERPRETATION NATIONAL CHAMPION “DROP DEAD GORGEOUS”

Mfaz Mohamed Ali from Apple Valley High School, MN Coached by Dan Hodges

It took until 2016 for a woman in a hijab to even compete for Miss America. Her name is Halima Aden. These narratives are in short supply for girls like me. So, in solidarity with Halima, I co-opted this one.”

PROGRAM ORAL

NATIONAL CHAMPION “MONSTERS IN THE CLOSET”

Jarkeylon Ismail from Comeaux High School, LA Coached by Jacob Simon

I am a proud, Black, trans woman—and to younger me, and every other queer kid hiding: you are loved, you are seen, and you are not a monster.”

“WHEN THEY SEE ME”

The next time someone tells you or anyone you know that you’re not ‘Black enough,’ let them know that when they see me, when they see us, all they see is Black—and today, that’s always enough.”

INTERPRETATION

ORIGINAL SPOKEN WORD POETRY NATIONAL CHAMPION

Caitlin Williams from Everglades High School, FL Coached by Jason AlFord

MANDY CHAPMAN SEMPLE:

H arnessing the Power of Speech and Debate to Tackle Homelessness

How did you first become interested in the issue of homelessness? What do you find most compelling about this line of work?

I actually started working at a homeless shelter while in undergrad. I was studying microbiology, and the shelter needed night managers. It was an easy way to work lots of hours and study while getting paid. I had always planned to join the Peace Corps as a doctor or scientist, so this job seemed to satisfy all my interests.

After grad school, I returned to Kansas instead of going to the Peace Corps and found my way back to the shelter, this time as the Executive Director. I was drawn to the complexity of the problem and thus the complexity of the solution. Ending homelessness was just a resolution that needed a plan, and the social safety nets were just broken systems that needed to be fixed.

Oddly enough, this challenged the conventional wisdom of the time that homelessness was a result of a broken person and their poor choices. I could see it differently, and this set me on a course to conceive a new way of approaching the issue, to building effective systems that prevent and end homelessness at scale—a rising tide that can lift all boats.

What I find most compelling about the work is the power to showcase how we can reshape our larger anti-poverty efforts by understanding economic policies and housing availability as the drivers, and thus the solution, to these complex issues by literally rehousing people every day.

After your time as Executive Director, you also worked to end homelessness via city government. How did those experiences prepare and inspire

you to begin your own company?

After relocating to Texas, I had a unique arrangement in Houston City Hall. I was actually employed as a consultant by a national nonprofit called CSH and under contract with the Houston Downtown Management District and deployed into the mayor’s office through an interlocal agreement. This arrangement, by design, meant I was behind the curtain but wholly missiondriven and intended to be temporary, to help the city set a new course and then work to secure long-term operators. This took about three and a half years. At that time, I migrated out of my position at the city and started consulting for other mayors and governors. My deputy at the city took over and is still running things today. After finding such incredible success in Houston and unlocking the formula to achieving an effective end to homelessness, it felt like an obvious evolution to start

a firm [Clutch Consulting Group] and begin building a small but mighty team to help other cities achieve similar success.

How has speech and debate helped you become successful in your career?

My typical day is spent convincing individuals to shift their thinking or practice, writing plans, coaching transformative leaders, or facilitating strategic planning and change management exercises. I use my speech and debate skills every day, particularly extemporaneous speaking.

Why did you join your speech and debate team?

I was always drawn to debate. My mom had been on the debate team in high school, and I found myself wanting to be accomplished in a similar way. I had always liked to engage in meaningful dialogue about current events, and while I didn’t

as told to Vicki Joss

Vicki Joss serves as Publications Manager at the NSDA.

recognize it at the time, I have a strategic mind and can find connections in seemingly disparate ideas. Debate and Extemporaneous Speaking proved to be worthy activities to challenge my instincts and hone those skills.

Tell us about some of your successes and failures as a competitor. What did you learn from those experiences?

Living in rural southwest Kansas meant that our journey to becoming a highly competitive squad first started with tackling regional competition. I remember the first time we traveled across the state to compete against the more seasoned programs in the big cities of Topeka, Wichita, and Kansas City and being blown away by the competition. We learned so much in those early days and took each of those losses as lessons. We returned home to deconstruct our matches, draft new arguments, and improve our speed and delivery.

I remember competing at a tournament held at Fort Hays State University, where the

college debate team served as judges in the final rounds. I remember the other team burying us in responses and wondering if I could possibly counter each argument. When I stood up to give the rebuttal, I delivered a set of responses that systematically countered each argument without missing a beat. When I finished, the judge held up his flow in astonishment. Not only did I feel proud to have performed so strongly in front of college debaters, I came to believe then that I absolutely could be competitive nationally.

Although I missed qualifying my junior year, my resolve was firmer than ever, and I believe it carried us to become the first team from our high school to qualify for Nationals in Policy Debate in 1998.

It was the first time as a young adult that I had made an audacious goal and worked years to achieve it. It is still one of my proudest accomplishments.

It was also very special as my freshman year was my coach’s first year as a teacher and coach, so to be the first to qualify my senior

year meant we were sharing that accomplishment. It represented so much to so many people who had come through that program in those four years and were a part of launching a legacy.

Do you have any mentors from your time in speech and debate?

I found a family in our speech and debate team. We had incredible coaches who truly invested in our growth as competitors and young adults. They created a truly nurturing environment. My debate coach, Russ Tidwell, unequivocally provided such incredible mentorship throughout my high school years I remember my father shaking his hand at graduation and thanking him for helping to raise his daughter. Mr. Tidwell challenged me to know myself and my values and taught

me how to navigate when it felt like the whole world was pushing against me. He equipped me to take on the world, to stand up for what I believe. I am forever grateful to have had someone who believed in me that much at that time in my life.

What advice would you give to students joining speech and debate, especially those interested in advocating for issues about which they are extremely passionate?

Speech and debate is a phenomenal way to build a set of skills that position you to speak and write persuasively, to organize a plan, to articulate a clear vision, and to perform for an audience. These are essential to becoming a meaningful advocate who compels action. I would also offer the importance of getting out of your comfort zone. One year, my coach made me compete in Duet. It helped me appreciate the value of performance, timing, and imagination. These are equally powerful skills as an advocate.

(third from left) with her senior year teammates from Garden City High School in Kansas.

Mandy

Ending homelessness was just a resolution that needed a plan, and the safety nets were just broken systems that needed to be fixed.

ELIZABETH WARREN POLITICIAN Northwest Classen High School CLASS OF 1966

OPRAH WINFREY MEDIA PERSONALITY East Nashville High School CLASS OF 1971

PAUL RUDD ACTOR

Shawnee Mission West High School CLASS OF 1987

CHADWICK BOSEMAN ACTOR

T. L. Hanna High School CLASS OF 1995

KETANJI BROWN JACKSON SUPREME COURT JUSTICE Miami Palmetto Senior High School CLASS OF 1988

BILLY EICHENER

ACTOR

Stuyvesant High School CLASS OF 1996

CELESTE NG AUTHOR

Shaker Heights High School CLASS OF 1998

HASAN MINHAJ COMEDIAN Davis Senior High School CLASS OF 2003

JOSH GAD ACTOR NSU University School CLASS OF 1999

PRIYA KRISHNA CHEF AND FOOD WRITER Greenhill School

CLASS OF 2009

DAVID BEGNAUD JOURNALIST

Teurlings Catholic High School CLASS OF 2001

STEPHEN COLBERT COMEDIAN The Porter-Gaud School CLASS OF 1982

Celebrate a Student, Coach, or Administrator

Middle School (National)

Recognize a coach or administrator who champions speech and debate! Nominations for these nationallevel awards are due May 1, 2023

• Middle School Coach of the Year Award

• Middle School Administrator of the Year Award

Visit www.speechanddebate.org/coach-recognition and www.speechanddebate.org/school-recognition for details.

High School (District to National)

Each winner of the following district awards is automatically entered into the running for the national-level award when reported by your district chair. This is a special way to recognize excellence, offer a boost to new or rarely celebrated members, and uplift the members of your community who make speech and debate great.

• District High School Coach of the Year Award

• District New Coach of the Year Award

• District Assistant Coach of the Year Award

• District High School Administrator of the Year Award

• District Student of the Year Award

District deadlines vary, so be sure to check with your local leadership about when nominations are due. District chairs must report district winners to us by April 16, 2023 , for national award consideration!

Find links to each of these forms under the “District Prep” tab at www.speechanddebate.org/district-nationals-leadership .

2023 NSDA Hall of Fame Nominations

The highest honor for any high school speech and debate coach is election to the National Speech & Debate Association Hall of Fame. Each year, nominations are sought from member coaches. In the month of April, current Hall of Fame members and coaches with at least three diamonds vote to determine which nominees will be elected members of this most distinguished body. Visit www.speechanddebate.org/ hall-of-fame-nomination-form to submit your recommendation by Febuary 1, 2023 .

2022 Hall of Fame Inductees

We spoke with Patrick—often referred to by his students and peers as “Moss”—about coaching at two small, rural, public high schools in North Carolina, his passion for writing plays, and fostering student leadership.

What makes your programs unique?

Chase High School and East Rutherford High School are separated by 9.1 miles and are FIERCE cross county rivals. However, that stops the moment they get on the bus and everybody comes together. I know, in part, it’s because they share a coach, but another part is that we come from a very compassionate and caring community.

J. PATRICK MOSS

2022 HIGH SCHOOL COACH OF THE YEAR

compiled by Vicki Joss

Due to constraints two years ago (I had to go back to teaching English), the spring class of speech and debate had to be axed. I told my Chase kids at the time that if they didn’t want to lose the spring, technically I could request not to go to East. My Chase kids said, “No, Mr. Moss. We don’t want them to miss out.” The fact that they chose to sacrifice their own class for the sake of

the East team? Yeah, that’s a moment that still brings a tear to this 6’2” bald mug. (I’ve since recovered my spring Chase High speech class, so I am blessed.)

Some of the many unique things I love are “the Huuh!” and “the Mosspit” (the loud vocal response to roll call and the motivational speech I give to my students in the mornings at tournaments). I used to play bass in a pop punk band, so this was partly my inspiration. In the student lounge, I get in the center of my small teams (who are jumping up and down, bouncing—hence, “Mosspit”), and I say a few words to get them hyped. I always end with: “Speech and debate class, are you here today?” And all of them respond in a colossal “HUUH!”—which usually silences the rest of the student lounge for a moment. The excitement

is palpable, and they are energized heading into their first round.

What struggles have you faced at your schools?

Money is the constant struggle, and it is real—not just with the programs (I do have the support of my administrations), but being in a rural county where the school system is the largest employer, financial hardships are not uncommon. Several of my students have to bring their own food to tournaments or have issues procuring tournament outfits. I’ve spent more money than I can remember over

the years picking up tabs when we stop to eat or going out and buying ties, shoes, or other articles of clothing at the local thrift store. I wish I could do more, but I’m a single dad raising two girls on my own, and I can only do so much.

There is a stigma that goes with being considered a “poor school.” But my kids own it, like a mark of pride. We might not always have the nicest suits, or sometimes we’re competing using older pieces—but they are genuine and fierce and sincere competitors. Their voices matter, and they know it.

How did you decide to become a coach?

It really wasn’t a decision as much as “voluntold.” The principal at Chase who hired me in the fall of 2000, Ken Sanford, was the assistant principal at R-S Central High School when I graduated in 1990 and a man whom I look up to and admire. Grady Franklin, a Tarheel Forensic League Hall of Fame coach, had since moved to administration, and Chase High speech and debate was floundering a little.

Do you teach other subjects beyond speech and debate? Currently, I also teach academic coaching and

all of my theater classes in the spring (beginning, intermediate, proficient, and advanced). Although it’s not a class, I also run a competitive faculty trivia league during lunches. In years past, I have also taught English IV, Honors English II, Regular English II, Economics, and Human Geography.

I understand you’re also a published playwright! Tell us more about your writing journey.

Writing plays for drama was just born out of being frugal. In 2010, I had grown frustrated with the plays

I was reading (nothing seemed to fit “us”), and the drama department was low on funds, so I decided I would write the play that year and save us money on playbooks and royalties. I had a concept for what I wanted and went with it, and “Beautiful, Crazy” (this pre-dated the Luke Combs song by seven years) was born.

As I was producing the show for Chase High, two of the local community theater groups (Rutherford County Arts Council and Rutherford County Theater) decided they

Patrick’s squad from Chase High School in North Carolina

I can confidently say that Moss advocated for me more than any other faculty member in the building—not just in the realm of debate, but in advising, college prep, and all of those other stressful high school issues. Moss really goes to bat for his students, and in a small, low-income school like ours, that can be the difference between making students feel invisible and making students feel like the most important person in the room.”

— Harley Burgess (’14), Chase High School alum

wanted to do a joint production of this original work. In the midst of doing a separate production for Chase and a completely different (concurrent) production for the RCAC/RCT, my youngest daughter was born March 15, 2010, at 23 weeks, 6 days (to my knowledge, she’s still the youngest surviving micro-premie born at Catawba Valley Medical Center) in Hickory, North Carolina—about an hour away from where I live. So I was driving back and forth every day. That was a tough year, but both productions were well received, and so I began writing the play every year. So far, eight of my 11 original works

have been published and performed across the U.S. and Canada.

I’m not sure what impact this actually has had on my career as a whole. (I wish that I was turning down offers from major studios to adapt my scripts but, alas...) As a coach, directing drama helps me with my interpers. I think I have a decent feel for characterization.

we do). However, it does have its place. All of my veteran students look out for the newer ones, and this cross applies to both teams. If a student from East sees that a Chase student is struggling, they will bend over backwards to make sure that student is helped or coached or directed to go wherever they need to go, and vice versa. My debate captain at Chase works very hard to make sure the novices are prepped and ready, running drills and going over case strategy. I have excellent student leadership, and it trickles down, because at the end of the day, our speech and debate team is one big family. That relationship perpetuates itself moving forward.

What does your relationship with your students mean to you?

tournaments and then their successes later in life, is what makes all of this so rewarding.

Are there certain students who really stand out to you?

After coaching for going on 23 years now, I would be inundated on social media with “Moss, how could you forget about me?” messages if I narrowed this down to just one or a couple of students. I’ve had students who are full partners in law firms, graduates of Harvard Law, residents at John’s Hopkins, professional stage actors, and adjunct professors at a local university. Their stories and successes inspire me, and I celebrate with them on social media. I’ve celebrated weddings and births, and I am so proud of all them.

A wee bit of competition is not a terrible thing (which is why we do what

My students are my life’s work—my magnum opus, if you will. They are “Moss kids” now and always, even though some of them are or are approaching 40. Having a strong relationship with my students and my teams, celebrating their successes in

My eldest daughter, Azlynn, started competing in speech and debate this year and just participated in her first tournament and LOVED the experience. As a coach and as a father, I could not be more proud and humbled to see the

How do you foster collaboration and leadership instead of competition among your students?

same light shining from my eldest that has shone from my students throughout the years.

In what ways has the NSDA helped you as a coach?

The NSDA existing as an organization helps. The points system and degrees help entice my kids to strive just a little bit harder to reach that next level. That recognition motivates them. The ability to say that they were a member of the National Forensic League Honor Society, which traces its roots to 1925, helps recruit prospective students who want to add that little something extra to their college applications. Also having final rounds available to show is an excellent resource in training students.

Do you have any speech and debate mentors?

From North Carolina, that would be Keith Pittman of Asheville

High School. From South Carolina, that would be Chuck and Gail Nicholas from Bob Jones Academy. They have been shining examples of how tab rooms, teams, districts, and states are led. They are fair and compassionate and knowledgable. I’m a bit of a maverick as a coach, but if there is ever an instance where I need wise advice or counsel, these are the people to whom I turn. They are the bedrock of Carolina forensics.

When you think about the future of speech and debate, what excites you? What challenges do you foresee?

I see the nature of speech and debate as always evolving as new events and opportunities present themselves. This is what I find exciting—to see students dive headfirst into a newer event and strive to maintain their excellence in

Moss helps celebrate student voices and achievements by giving us the opportunity to have our small town voices heard in places we would never expect. He goes as far as to drive the bus himself. No matter what the struggle is, Moss is sure to help us overcome our obstacles. He coaches us to show us the best of our abilities and makes sure we have the best student experience.”

— William “Zech” Hoppes (’23), East Rutherford High School student

presentation. Speech and debate is the gift that keeps on giving as students expand their abilities to analyze and think critically, to verbalize articulately those subjects which have impact and meaning in their lives. We continually pass the torch to the front-runners of the next generations. The challenges are to maintain overall interest, to overcome hurdles for the disadvantaged or marginalized.

Speech and debate is the gift that keeps on giving as students expand their abilities to analyze and think critically, to verbalize articulately those subjects which have impact and meaning in their lives.” — J. Patrick Moss

What advice would you offer a new coach in this activity?

Have fun! Sometimes I see the competition aspect gets taken a little too seriously, and I think that’s missing the point. There’s so much else I could say about perseverance and not giving up when things eventually get tough, but honestly, if you can have fun in what you do, and the students see you having fun with this, then they’ll let themselves have fun, too.

Vicki Joss serves as Publications Manager at the NSDA.

HALIMA BADRI

By exchanging diverse ideas, we promote meaningful communication and can begin to plant the seeds of reason, empathy, and fairness.”

BA in Communication

You are a passionate champion for your issues. You give voice to more than just a desire to win. At Truman, we know your advocacy does not end at graduation. It is ongoing. It requires practice. It is shaped by what you learn and your experiences. That’s why we make it possible for you to continue with what you loved in speech and debate when you come to our campus both in competition and the classroom.

The BA in Communication prepares students for a wide variety of careers, graduate school, or law school. Five emphasis areas within the major give students choice while covering the broad scope of the discipline. Our accomplished faculty utilize experiential and cooperative approaches to learning in the classroom. Outside of the classroom, learning occurs through what are often described as transformational experiences by students.

Students majoring in Communication choose one of the following emphasis areas: Relational Communication, Corporate Communication, Strategic Communication, Argument & Speech, or Activism & Advocacy. Students are assigned a faculty advisor who works individually with them to create a curricular plan and execute it.

When it comes time for college, refine your skills at an institution known for its quality, affordability, and a strong reputation for producing highly successful graduates.

You communicate ideas that people need to hear. Let Truman State University help you do it more effectively.

ARKANSAS: Opportunity Through Unity

The NSDA has 111 districts. Some geographically large states, like Texas, have 13 districts within their state lines, but for several states, like Arkansas, the entire state is covered by one NSDA district. The Arkansas District has found that sense of unity to be a great source of opportunity!

Led by chair Eric Gamble, with committee members Joel Brown, Daniel Caudle, Joe Kieklak, and Rachel Mauchline, the Arkansas District is finding ways to come together and provide students the experiences that prepare them to use their voices and their skills beyond the competition space.

compiled by Lauren McCool

As a state-wide district, how do your committee and member coaches collaborate in order to offer students as many opportunities as possible?

Rachel Mauchline: The great thing with being in a onedistrict state is that we spend weekend after weekend with these individuals. We also are unified when we go to national competitions and all keep an eye out for each other’s kids. It’s not about a student from my

school winning, but we are proud of any student from Arkansas.

Joe Kieklak: Part of our core values on the committee include ensuring that representatives and coaches from each member school are heard, have the opportunity to share their perspective, and have the ability to follow up with committee members.

Eric Gamble (chair): Our District Committee is in the process of putting together an avenue for new teams to be sponsored by the

district in their first year of membership. (Refer to page 52 for more details.) Allowing the district to pick up the tab of their first year of membership helps new teams overcome a giant financial burden that precludes many small, rural schools from being an active participant in the NSDA.

Daniel Caudle: We are becoming more inclusive and expanding to underrepresented geographic areas around the state. The committee has embraced an initiative for our term of service to expand membership through collaboration with schools that have once been an NSDA member school but are no longer a member, and to smaller schools that have never been a member. So far, we are seeing more collaboration with our established member schools and our newer programs.

Joel Brown: We also have been very intentional in the last year working as personal mentors to bring people into the fold and asking our member coaches to be really intentional in doing the same.

Many programs are having to rebuild post-COVID. Do you have any strategies for recruitment and/ or team building that you’ve found to be helpful?

Joel Brown: COVID did a number on programs all across the state. I was very fortunate that my students took that opportunity to become very selfreflective. What we found was an opportunity to build better competitors and relationships, and we brought that into the new year. We created a few

Meet the Committee

rituals, such as holding a team debrief at the end of each tournament where students would communicate in small groups about what they thought of the tournament and then doing whole group share-outs. Tailgating for football was a big draw in the comeback as well as team bonding on tournament trips, such as state capitol visits and college tours. We focused on any moments we could celebrate. We had team birthday parties each month in addition to bowling nights. A huge draw for recruitment was the perpetual plaques for national qualifiers and a banner for state champions.

Rachel Mauchline: My students love to do an event each month that is completely separate from the activity. We do trivia nights, Thanksgiving

potlucks, team dinners, etc. All of these things help with team morale. They always want to learn more about each other. This also helps when we go on trips in order to trust each other.

Daniel Caudle: Competition keeps students coming back post-COVID. Students look forward to seeing their friends and competitors from schools around the state. Many of my students had only competed virtually and are loving being back in person.

Eric Gamble: It is important to remember that travel is not all about the competition. Some of these kids have never left their county or the state. I make it a point to ensure we include fun things on our trips to make it something worthwhile and engaging. These activities help to forge friendships that keep teams together.

Joe Kieklak: We offer monthly team building activities that replace a day of practice so that students have the opportunity to get to know each other outside the context of speech and debate but still within the context of their team and classmates.

RACHEL MAUCHLINE Cabot High School

JOEL BROWN Har-Ber High School

DANIEL CAUDLE Har-Ber High School

JOE KIEKLAK

Little Rock Central High School

ERIC GAMBLE Dardanelle High School

In Their Words

We invited several Arkansas students to share what their speech and debate experience has meant to them. Below are a few of their responses.

This activity has helped me find my passion and helped me determine what I want to do in the future.”

— Joelle Buckner, Cabot High School

I enjoy raising awareness for things that are happening in the world that impact us each day. In my speech, I talk about adoption. I can educate other people and tell them how adoption impacts adoptees’ daily lives.”

— Calyx Farnum, Dardanelle High School

Debate helps you become a better speaker, and it helps you speak in front of audiences that you normally would not. It also helps you to get rid of anxiety when talking to people in normal life.”

— Adriel Rodriguez-Gutierre, Dardanelle High School

Forensics and debate gives me a voice and an outlet but also a true family of individuals I know I can trust, both with competition as well as my life outside of it.”

— Alexis Childs, Cabot High School

In what ways do you see students in your state using their voice and the skills they’ve developed through speech and debate that extend beyond competition?

Joel Brown: I am a huge proponent of using speech and debate to empower student advocacy and voice. In the last year, I have enlisted the help of students to bring the advantages of speech and debate crosscurricular. My students put together a presentation for the secretary of education for our state, advocating for English and fine arts credit for the programs in which they participate. They presented different performances (i.e., POI, Informative) and applied them to the standards in all four core subjects. They provided research-based science to our state board

of education and gave an hour-long presentation to superintendents, principals, and other administrators from all across the state.

Daniel Caudle: I see students using their voice and skills to impact their surroundings. Students speak out against injustice and problems they see in their schools and communities. I also see students using their voice to bring attention to social injustice through their performance selections.

Eric Gamble: There is a very special place in my heart for a member student from Little Rock Central High School. This young man showed great initiative and empathy for people who don’t have the ability to access the opportunities of a summer camp. Jackson Mills ran a wonderful

summer camp program for the middle school children in Arkansas this past summer. Two of my own children actually attended, and they left with a greater understanding of debate than they had before. I am amazed at what a wonderful experience this young man created for

people who can’t attend a ‘traditional’ camp for whatever reason. Thank you, Jackson!

Joe Kieklak: Current speech and debate students are working with former speech and debate students (and current community activists) in my area to persuade the Little Rock School District to utilize solar power to fuel all school buildings. So many students have big ideas and feel a struggle to implement them. Yet, speech and debate is enabling students in our area to positively impact school policy.

Lauren McCool is the Manager of District and Tournament Services at the NSDA.

It’s a privilege to watch the changes these students make to better the world around them.”

— Rachel Mauchline

INSIGHT:

Expanding Speech and Debate Access in Arkansas

Ican look at my life and say with absolute certainty that the trajectory was forever altered the minute that I joined the Big Spring High School debate team during my Junior year. The boy who was once timid, hesitant to speak up, and unsure of his own beliefs had his voice awakened, his confidence supercharged, and was beginning to develop deep, unshakeable beliefs that enabled me to become a self-advocate.

I can say without a doubt that I owe everything in my life to this activity.

This activity changes lives. Over the past 15 years, it has been an honor to watch my own students go on their own journey of finding their voice and purpose.

You can imagine my heartbreak when I watched zero growth in the activity happening in rural schools across our state. While my own team flourished, I knew this meant we had wasted almost a decade and a half letting the children of Arkansas miss out on everything that speech and debate would bring to their existence.

Something had to be done, so I spearheaded an initiative inside of the Arkansas Communications and Theatre Arts Association (ACTAA), which had our membership vote to change rules and regulations that would have prohibited smaller tournaments from occurring and counting towards State Qualification.

After these rule changes occurred, the ACTAA voted in my initiative to create a subsidiary known as The River Valley Speech and Debate League. This league is designed specifically to match the needs of small, rural schools and entice them to begin teams of their own. These changes include paring down the number of events offered at each invitational. This allows brand new teams to focus on one debate event, two speaking events, and two interpretation events per tournament. The initial idea was to change both the debate formats and platform events offered at each tournament, but the league also allows the flexibility to determine what best will fit the current student makeup from each participating school.

by Eric Gamble

Another unique change is that we host our initial tournament day on a Thursday to avoid Friday night conflicts with band or sports teams. Friday night is devoted to preliminary rounds for debate. The second day of competition is the Saturday immediately following our Thursday competition. These tournaments are being funded completely by the Dardanelle High School speech and debate team. We are not charging entry fees. We are not limiting entries. We are providing trophies and certificates to those who place at these tournaments.

In addition, the league offers free practice schedules, free lesson plans, and free workshops for new coaches and teams. To date, we have started two brand new teams in neighboring counties and are planning to host the second league tournament this November.

I have spent all summer and fall reaching out to administrators across the six Arkansas counties that will be serviced by the River Valley Speech and Debate League. Countless phone calls, emails, and direct visits have led to the formation of two new programs this fall. We have seen students from these schools qualify to state in Oratory, Poetry, and Debate!

It has been very exciting to help create a foundation for rural debate in our local area.

The Arkansas District Committee is reaching out to the new programs who are actively participating in these tournaments and offering them free membership in an effort to show them the benefits that NSDA membership would supply to them. We would like to work closely with the state organization to make sure that these new programs are given every opportunity to succeed and believe that NSDA membership is the best way to ensure that it happens.

Eric Gamble is a one-diamond coach from Dardanelle High School. He currently serves as the chair of the Arkansas District Committee. If you’d like more information, please email him at mrgambledhs@gmail.com.

Campus with Observers

Purchase Campus with Observers rooms for divisions where you wish to permit coaches to observe rounds. Coaches may designate observers on their school tournament dashboard on a per-entry basis. Those observers can then enter rooms from the tournament dashboard.

• Due to technical limits on the number of participants in NSDA Campus rooms, Campus with Observers is limited to two observers per entry in Debate events or one observer per entry in IE/Speech events. Campus with Observers cannot work with Congress.

• An event or division using Campus with Observers must do so for the entire tournament—e.g., it cannot be used for elimination rounds only, etc. Campus with Observers rooms are $12 per room per day.

PRACTICE STRATEGIES FOR WORLD SCHOOLS DEBATE

by Vinayak Menon with Ambika Grover and Kiera Dixon

As teams gear up for the season, there are several practice strategies they can adopt to perform at their best in the World Schools format. These tips can be done individually or as a group, adjusting accordingly.

Watch Recorded World Schools Rounds Online

Especially if World Schools is a new format for your team, one of the most helpful ways to become familiar with the format is by watching recorded rounds online. In particular, there are several excellent rounds on YouTube from the World Schools Debating Championships and other domestic and international tournaments, many of which include former USA Debate team members. To make the most of watching the round, flowing or taking notes can help keep track of arguments over the course of the debate.

As an exercise, there are a few questions to consider after each speech:

• What did the speaker do well?

If this was a strong speech, what gave you that impression?

• What main arguments are the speakers prioritizing, and why?

Would you have chosen the same issues? Why or why not?

• How would you respond to this speech if you were the next speaker?

In a group environment, hitting “pause” and taking a moment to discuss after each speech can help identify skills that debaters can work to incorporate in their speeches As Team USA consists of members coming from several different formats of debate, watching plenty of rounds was instrumental in building our understanding of the nuances of World Schools.

Practice Preparing Cases for Impromptu Rounds

In World Schools, impromptu rounds entail one hour of case preparation with no outside resources. In contrast to other styles of debate, which often require a large amount of outside research, impromptu motions depend on the prior knowledge of the team. As such, becoming confident in building cases in this manner is a crucial skill to practice. To hone this skill, choose a motion that you or your teammates have never debated. (Visit www.speechanddebate.org/topics for sample motions that are released monthly.)

For 15 minutes, brainstorm framework and arguments as if you are preparing for a round. Once you have developed your main constructives and preliminary framework, deliver a first proposition or opposition speech. Through this drill, you can work within a time constraint and improve your case construction skills. To engage teammates who are working with you during the drill, have them offer Points of Information and flow the speech to brainstorm potential responses. Then, review aspects of the case that came across well along with areas in which the case could be improved.

Rotate Speaker Positions

Although many debaters have preferred speaker positions, it is important to not get locked into delivering one type of speech. During practice rounds and scrimmages prior to tournaments, experimentation is key. Try out new speeches, even if they can be unfamiliar at first.

Especially if you are just starting your journey in World Schools Debate, practicing a variety of speeches can allow you to develop strong, diverse debating skills. From refutation to weighing impacts, each speech offers new elements to the debate.

Also, giving different speeches, especially in back-half speeches such as the third speech and reply, can improve one’s round vision and anticipation of opposing arguments.

For sample World Schools motions, past final rounds, and other resources, visit www.speechanddebate.org/resources and filter for World Schools Debate.

DEBATE

USA DEBATE TRAVELS TO MEXICO CITY

The tenth generation of the USA Debate team was announced September 1, and the 12 members started the year with training in Dallas, Texas. The trip began with getting to know each other better through team bonding activities, including meals, ice skating, and exploring the Galleria.

The group also heard from several renowned World Schools coaches and alumni hailing from Australia, Singapore, and the United States. Guest speakers Bo Seo, Sam Myat-San, Nicholas Arranda, and Aditya Dhar spoke on topics ranging from international institutions to economics.

Next, Team USA kicked off the competitive season with the Greenhill Fall Classic, splitting into three teams: USA Gold, USA Red, and USA Blue. After a fun weekend of competing and training, USA Red and USA Blue closed out the final round.

A month later, in midOctober, nine team members participated in the inaugural North American World Schools training event in Mexico City, Mexico, splitting into teams USA Bison and USA Eagles. The team was joined by Team Canada and Team Mexico.

After flying into Mexico City Wednesday evening, the debaters began their first day of training with a workshop, followed by prepared and impromptu rounds, receiving feedback from pairs of coaches. Team members alternated speaking positions to experiment in a lowerstakes setting. In between rounds, the debaters shared meals with their peers from other countries.

After full days of training rounds and a workshop on Friday and Saturday, debaters found themselves in for a surprise during Round 8,

the last impromptu round of the tournament. Rather than debating with countrybased tournament teams, the coaches scrambled participants from all three countries to form eight hybrid North American teams! The motion involved an intriguing hypothetical: Given that an asteroid will destroy all life on earth in a week, This House, as a team of scientists would tell the world. This was a fun way to conclude the training part of the experience, as debaters got to experience the preparation process with debaters from other countries.

During the informational and sparring portion of the training, the three teams traveled to the Benjamin Franklin Library, a part of the U.S. Embassy in Mexico.

The last day of the competition was particularly special as Mexico, Canada,

and the USA performed a cultural exchange of team merchandise, information, and famous treats from their respective countries. Team USA especially enjoyed dancing to the Macarena with Team Mexico and receiving pins of the Canadian flag. This cultural exchange helped Team USA bond with the teams from other countries and reinforced the importance of camaraderie among international debaters.

After all rounds were complete, the North American teams experienced the joys of sightseeing across Mexico City.

Team USA is grateful for the opportunity to travel internationally for the first time since the pandemic while growing their debate skills and cultural awareness. They look forward to seeing these teams again in the future

and continuing the incredible season!

Vinayak Menon (’23) is from Lambert High School, GA. Ambika Grover (’23) is from Greenwich High School, CT. Kiera Dixon (’23) is from Round Rock Christian Academy, TX.

Meet the 2022-2023 USA Debate team! From left to right: Sophia Li (’24), Alex Lee (’24), Kiera Dixon (’23), Sungjoo Yoon (’23), Diane Sun (’23), Roberto Quesada (’23), Chelsea Hu (’24), Anish Beeram (’23), Ollie Braden (’23), Eric Li (’23), Ambika Grover (’23), and Vinayak Menon (’23).

PAY IT FORWARD FUND

In our district, we have 98% of students qualify for free or reduced lunch. Without this grant, we would not have been able to debate this year.

— Recipient Coach | New Jersey

Our team is starting ‘Small but Mighty.’ We opted to have a team this year to give our students opportunities that other schools have. Since our staff is limited and our location makes things hard, we are trying to give our students as many possibilities as possible.

— Recipient Coach | Alaska

We loved working with our Apple Valley High School speech and debate alumni, their parents, and coaches, who all believe in the transformative power of speech and debate. We joined together to initiate funding to Pay It Forward. We are excited to grow this project so we can help even more students, teachers, and schools!

In January of 2021, Pam and Joe Wycoff set out on a mission to give students from under-resourced schools the opportunity to be a part of a speech and debate program by creating the Pay It Forward Fund.

The Pay It Forward Fund is designed for speech and debate alumni to empower more students to reap the lifelong benefits of speech and debate. This school year, the fund will provide 145 schools with a Pay It Forward grant designed to start new programs or save programs that are struggling to meet the needs of their students.

— Pam and Joe Wycoff

Thank

Wycoff and Apple Valley High School, Minnesota.

Reuben Advani

Jenna Green Alden

In Honor of Joe and Pam Wycoff

Doug Anderson

In Honor of Pam Wycoff, Jason Woehler, Joni Anker, and Pam Tremblay

Jenna Robison Andrew Megan Bartle

Chris Bentley Nicolle Berg Elizabeth Brama

David Brown

In Honor of Joe and Pam Wycoff Adrine Chung Ben Cohen Chevala Conner

Beena Cook

Jill Englund

Eric Engstrom

Lance Fensterman

Jose Ferreira and Amy Felkner

Matt and Erica Forsman

Tony Garcia

In Honor of Joe and Pam Wycoff

Colin Goodson

Lauren Grimm Davin Grindstaff

John Halbach

In Honor of Scott Voss Leah Halvorson

Seth Halvorson

In Honor of W. Scott Nobles, Richard Lesicko, Rog Mosvick, and the Macalester College Debate Society

Julie Hassett

Shannon Heim

In Honor of Wayne Brinton

Alex Heisel

Andrew Hermansen

Matt Herzog

Nicole Hinnebusch

Dan Hodges

Franz and John Hofmeister, Quaker Bakery

Tim Hogan

Dawn Jenkins

Eric Kahnert

Matthew Kaler

In Memory of Chris Reiland

Annie Kastanek

Andrea Keohane Jennifer Keohane

Anne Kerber

In Memory of Suzanne V. Loen Berg

Ann Kim

In Honor of Pam Wycoff

Dan Kirkham

In Memory of Chris Reiland

Susan Gerbensky Klammer

Adam Koering

In Honor of The Koering Family

Jerry and Cathy Koering Betsy and Cherian Koshy Chad Kuyper

Marshall Lichty

Robb

Lindgren

Rose McDonough

Melanie McMahon

In Honor of Sharon and Denis LaComb Angela Zurick Miller

Peter Nikolai

In Honor of Jim Agan Olusheun Olupitan

David Peterson

Sarah Pickell Lindsey and Andy Poker

Rachel Poker Matthew Potter Zachary Prax

In Memory of Bob Ickes Sara Hermann Restad Brian and Missy Roberts Ellen Roos

Michael Sawers Lindsay Schleisman Suzi Kim Scott

Katie Gerbensky Serrano

Kirsten Shubring

Peter Simones

In Honor of Joe and Pam Wycoff

Andrea Singh

David Singh Krystyn Spratt

Gena Stern

Lindsey Teigland Aimee Teslaw

Charis VanDusen Thatcher

In Honor of Matt Kaler Maria Thayer

Brant Ullery

In Honor of Joe and Pam Wycoff

Scott and Tzitel Voss

Joe and Pam Wycoff

In Honor of the Speech and Debate Alumni of Apple Valley High School, MN

Joe and Pam Wycoff

In Memory of Caitlin Losure Bigwood, Edward Murray McKay, and David Roland

Sally Zimney

In Honor of Pam Wycoff

To help support more Pay It Forward grants, please visit: www.speechanddebate.org/ wycoff-alumni-project

you to the alumni of Pam and Joe

Each of you is living proof of the impact that speech and debate can have on a student’s life.

BYRON ARTHUR

Byron credits many people in the speech and debate community for helping The Delores Taylor Arthur School for Young Men become a reality.

REFLECTIONS ON MY JOURNEY

My first admission is that debate has helped me to find my people. I am initially reminded of some words offered by Dr. Martin Luther King, Jr.: “I sought my soul, but my soul I could not see. I sought my God, but my God eluded me. I sought my brother, and I found all three...”

My mind is fixed upon January 3, 2020, as I lay in a hospital bed awaiting my appointed time for surgery after a cardiac event. I will never forget the moment when Warren Johnson walked into the room having just picked up Aaron Timmons from the airport. Through the most intense days of my recovery, Aaron rarely left the room, staying through each night sleeping on the most uncomfortable of chairs. Men like Aaron are examples of the brothers who now bless my life because of debate.

The Power of the Speech and Debate Community

The NSDA Hall of Fame is so different than those of the National Football League or Major League Baseball. Membership in those groups is not possible until one’s playing or coaching days are over for a period of time. For many of us, 25 years of membership can leave us with time to do much more. This is where I found myself.

I live in a city where I often hear of Black men either living in discord or hurting one another. Debate has given this Black man a circle of other Black men who have compassion, courage, charisma, and confidence. It is in this space where we can celebrate Black male excellence through the intellectual discourse that challenges each of us to do and be better—and the rhythm of the jocularity that reminds us that we are at home.

In May of 2016, I found myself in the classroom of Dr. Tommie Lindsey, Jr., who is one of my most significant mentors. I was

captivated as Austin Dean Ashford performed his championship POI, “Black Coaches Matter.” In the piece, he quotes Dr. Lindsey more than once. He makes reference to Dr. Lindsey’s interview with Oprah where he refers to the personal sacrifice that he made to answer the call that God had on his life.

As I sat one month away from my Hall of Fame induction, I asked myself, “What will you do with all that debate has given to you? How can you help the most vulnerable and often silent population in New Orleans write its own story and find the voice to tell it?”

Months later, I was at dinner and finally said it out loud: “I am going to open a school.” It was time to create a place where Black male excellence could flourish and have access to the benefits of debate, deliberation, and dialogue. It was time to create a space where young men could find the love, rigor, and

relationships that I have been able to enjoy.

After dinner was over and some of the key players in my life, June Darensburg and Fredericka Wicker, signed off on the idea, I found in Emily Sixkiller the right person to partner with in making this dream a reality. She instantly agreed to go on this journey, and all that was left was to choose a name.

It became clear to me that success would be dependent upon our ability to tenaciously love our young men without apology while creating a place of joy and discipline. No one embodied that more than the consummate educator, my mother (below). Thus, the idea of The Delores Taylor Arthur School for Young Men was born.

OUR COMMUNITY SHOWS UP

If you have seen the movie Field of Dreams, you are no doubt familiar with the line, “If you build it, they will come.”

As I tell the story of this school and the role of the debate community, the line is perhaps more appropriately, “Mention you want to build it, and they will show up to help.”

In the very early stages, when Emily and I had nothing more than a dream and $476 in the bank, this community stepped in and has never left. On the way to raising $1.3 million, we received contributions ranging from $20 to $50,000 from many of you. Our young men are supported by the kindness of speech and debate folks from Oregon, California, New Mexico, Nevada. Arizona, Texas, Minnesota, Alabama, Georgia,

Arkansas, Virginia, the District of Columbia, New York, New Jersey, and Massachusetts.

On August 15, 2021, when our convocation was held to start the school year, Jay Rye, David Huston, Shuntá Jordan, and others were present as Scott Wunn brought greetings from the NSDA. Dr. Alan Coverstone delivered the very first charge to our young men during that matriculation ceremony.

Dr. Mike Edmonds was one of our original Board members. Dr. Michael Caplan, Dr. Sandra Berkowitz, and Shane Stafford have been with me from the early days of this venture, never hesitating to arrive in New Orleans to do whatever is asked of them.

I am grateful for the love, wisdom, and optimism of Pam Wycoff. Dr. Ed Lee has made the journey to conduct professional development this summer as well. I am thankful for Renee Motter

Chris Randall, Dr. Tommie Lindsey, Jr., Jonathan Alston, Doug Dennis, and Aaron Timmons.

Byron with Emily Hattier Sixkiller, Chief of Staff and a founder of The Arthur School.

Cynthia Butler McIntyre, Dr. Sandra Berkowitz, Judge Fredericka Wicker, and Judge June Darensburg.

who has not only taken the time to travel to New Orleans to work with our teachers but is willing to listen and hear the sometimes exasperated cries of this school leader.

This spring, our library will open with our inaugural collection having been curated and donated by the Regis High School Debate Team and Mr. Eric DiMichele. Whether it be the wise counsel of Sara Gibson, Tom Rollins, and Jennie Savage or math books from Greg Malis, our school would not be here without this community. I am thankful.

As I write this, our school has grown from 35 ninth graders last year to 88 young men in grades eight through ten this year. I am excited that a core of Black male excellence has formed

to lay a foundation for all of our young men. My heart is warmed by the contributions of former competitors and current coaches like Jharick Shields, Kenneth LaFrance, and three of my own alums from Holy Cross School: Daniel Garrison, Jeffrey David Swift, and Daniel Williams.

EMBRACING THE CHALLENGE

Debate continues to steadily take root on campus, not simply as an activity but as part of our founding pedagogy of debate, deliberation, and dialogue. I love the challenge. We do not select the young men who come to The Arthur School; it is open-enrollment. There is no entrance exam, so we have the honor of working with young men who range

from those who see the possibilities of attending professional school to those who are currently attempting to simply close the gaps that prevent them from fully attaining academic success.

One of my young men had a tough time last year in most of his classes. In many ways, he had not managed to figure things out. He returned this year, and I was not certain what to expect. Recently, we had our Academic Awards Ceremony for the first quarter of the year. That young man earned the Superior Academic Performance award for having the highest average in Algebra II. He has asked that we now call him “Mr. Superior.”

In a conversation with him very recently, he talked about how important being on the debate team is to him. He named some of our higher achieving students who had just found success (first and second place) in Policy Debate at a tournament and said simply, “Those are my dudes.” In the only openenrollment school in New Orleans that offers debate, ‘Mr. Superior’ has found his people.

WITH GRATITUDE

I am thankful for all of the young men who are the reason that I am in the Hall of Fame. I am even more thankful they have inspired me to seek Black male excellence for some young men who truly need it.

Byron Arthur is a two-diamond coach and NSDA Hall of Fame member from Louisiana. He currently serves on the NSDA Board of Directors.

Debate students from The Delores Taylor Arthur School for Young Men at a recent awards ceremony.

2021-2022 TOP 100 SCHOOLS

We’re proud to announce the Top 100 Schools for the 2021-2022 school year! (Please note ties.) Each year, the 100 chapters with the largest number of new degrees in the National Forensic League Honor Society receive the Top 100 Schools designation. Visit www.speechanddebate.org/school-recognition for details.

1. The Bronx High School Of Science, NY 2. Regis High School, NY 3. Eastview High School, MN 4. George Washington High School, CO 5. Millard North High School, NE 6. Leland High School , CA 7. Central High School, MO 8. Westwood High School, TX 9. Gabrielino High School, CA 10. Aberdeen Central High School, SD 11. Bellarmine College Prep, CA 12. Eagan High School, MN

North Allegheny High School, PA 14. Washburn Rural High School, KS 15. Lexington High School, MA 16. Cherry Creek High School, CO 17. BC Academy, Canada 18. Archbishop Mitty High School, CA 19. Pembroke Hill School, MO 20. Newton South High School, MA 21. Solon High School, OH 22. Dougherty Valley High School, CA 23. Carlsbad High School, CA 24. Ransom Everglades School, FL 25. James Logan High School, CA 25. Cary Academy, NC 27. Vancouver Debate Academy, Canada 28. Hawken School, OH

Monta Vista High School, CA 30. Liberty North High School , MO 31. Seven Lakes High School, TX 32. Shawnee Mission East High School, KS 33. Cabot High School, AR 33. Cheyenne East High School, WY

35. Neosho High School, MO 36. Upper St Clair High School, PA 37. Plano West Sr High School, TX 38. Blue Springs South High School, MO 38. East Ridge High School, MN 38. Flower Mound High School, TX 41. Midland Legacy High School, TX 42. Durham Academy, NC 43. Interlake High School, WA 44. Liberty Sr High School, MO 45. Ridge High School, NJ 46. Munster High School, IN 47. Syosset High School, NY 48. Perry High School, OH 49. Lincoln East High School, NE 49. CR North High School, PA 51. Edina High School, MN 52. American Heritage School 53. Coppell High School, TX 54. Los Altos High School, CA 55. Glenbrook North High School, IL 55. The Harker School, CA 55. Lincoln Southwest High School, NE 58. Chesterton High School, IN 59. Blue Springs High School, MO 59. BASIS Peoria, AZ 61. Lake Highland Preparatory School, FL 62. Bozeman High School, MT 62. Glacier High School, MT 64. Western High School, FL 65. Shrewsbury High School, MA 66. Lee’s Summit West High School, MO 67. Blue Valley North High School, KS

67. Lansing High School, KS 69. Downers Grove South High School, IL 70. Highland High School, ID 71. Tascosa High School, TX 72. Rockhurst High School, MO 73. College Prep, CA 74. Flathead High School, MT 74. Alhambra High School, CA 76. Pocatello High School, ID 77. Flintridge Preparatory School, CA 77. Jefferson City High School, MO 79. Hinsdale Central High School, IL 80. Taipei American School, Taiwan 81. Eden Prairie High School, MN 82. Rigby High School, ID 82. Willard High School, MO 84. Watertown High School, SD 84. Riverside High School, SC 84. Kickapoo High School, MO 87. Brookings High School, SD 88. The Potomac School, VA 88. Grain Valley High, MO 90. Greenhill School, TX 90. Pittsburg High School, KS 92. Arizona College Prep High School, AZ 93. Lee’s Summit North High School, MO 94. Bellaire High School, TX 95. Lakeville North High School, MN 96. Glenbrook South High School, IL 97. Summit High School, NJ 98. O’Gorman High School, SD 98. North Kansas City High School, MO 100. West Broward High School, FL

I decided to include the NSDA in my estate plans because speech and debate is an activity that teaches everything from argumentation and speaking skills to humility and gracefully losing. This activity made me a different and better person, and I want to make sure that students well into the future are afforded the opportunities I was.”

Aarzu Maknojia

NSDA ALUM

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

Byron Arthur

Phyllis Flory Barton

Jane Boyd

James Copeland

Don and Ann Crabtree

Rob Dekoven

Dr. Mike Edmonds

A. C. Eley

Vickie and Joe Fellers

Bill and Charlotte Hicks

David and Judy Huston

Jennifer Jerome Harold Keller

Kandi King

Cherian and Betsy Koshy

Dr. Tommie Lindsey, Jr.

Aarzu Maknojia

Pam and Ray McComas

H. B. Mitchell

Lanny and B. J. Naegelin

Albert Odom, Jr. J. W. Patterson

Capt. Joseph L. and Jan Pizzo

Dr. Polly and Bruce Reikowski

Donus and Lovila Roberts

James W. Rye III

Steve and Anna Schappaugh

David Seikel

Michael Shapiro

Sandra Silvers

Richard Sodikow

William Woods Tate, Jr.

Scott and Chan Waldrop

Nicole and Darrel Wanzer-Serrano

Cheryl Watkins

J. Scott and Megan Wunn

Joe and Pam Wycoff

David and Tatiana Yastremski

THE SOCIETY 1925

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 that the NSDA has been added to your will. nicole@speechanddebate.org

3. Celebrate knowing that you will impact future generations by joining The 1925 Society!

Contact Nicole for more information: nicole@speechanddebate.org

Dear Colleagues,

All schools strive to create and maintain the best educational climate possible, thereby promoting an elevated level of excellence in teaching and learning. Our mission at Frank D. Paulo Intermediate School 75 is to provide an educational program that enables every child to master the skills needed to become a highly productive and caring citizen through a welldefined, differentiated, engaging, and meaningful curriculum, tailored to our unique school setting.

At the heart of our mission is our extraordinarily popular debate program. When we first considered adding debate to our offerings, we did not anticipate the overwhelming turnout and subsequent popularity of the program. We expected 10 to 15 students to join who would compete and benefit from the many skills developed throughout the process of debating. Students were immediately drawn to debate, and we have maintained a roster of 50 to 60 students each year for the past seven years.

The essence of debate is to assure that each student realizes whatever unique potential they may possess and prepares both academically and socially to pursue rewarding college and career paths in this challenging 21st century world. In preparation for competitions, students hone their critical thinking skills, learn to research from credible sources, and articulate their thinking in a clear and coherent manner. While engaging in the process, they develop the ability to react to unforeseen circumstances, regulate their emotions, and comprehend the impact of their body language. The growth of student confidence and social skills are an inevitable byproduct of debate as collaboration and camaraderie are essential elements of a winning team.

By engaging in debate, students learn to critically examine a wide array of important topics in our society and formulate research-based presentations to support arguments on both sides of a discussion. As a result of arguing both viewpoints, debaters develop critical thinking skills that enable them to formulate their own opinions based upon thoughtful consideration of all facts. This ultimately cultivates empathy, cooperation, tolerance, and appreciation of the political beliefs and cultural heritage of different people and civilizations.

Sincerely,

Kenneth Zapata

Zapata Principal, Frank D. Paulo Intermediate School 75, New York 2022 NSDA Middle School Administrator of the Year

Kenneth