Videos
2017 F. Peter Gross Best Practices Award Winner - Keith Mesmer
Remarks from OSPA Awards Committee Co-Chair Melissa Bestgen
We are here today to honor Keith Mesmer, who is receiving the 2017 F. Peter Gross Best Practices Award.
Keith Mesmer graduated from John Carroll University in 2004. He was hired into Nordonia Hills City Schools, where he has become an integral member of his school and professional community. He is being recognized today for his exemplary professional practice in implementing an effective Response to Intervention program within Nordonia Hills schools.
Keith has provided professional development in regulations regarding RTI, the purpose of and evidence for RTI, using intervention resources, interpreting Aimsweb data, and interventions for behaviorally challenging students. In addition to staffwide training, Keith provides team and individual teacher assistance in developing and monitoring interventions for students.
He also supports school staff as a member of the district’s emergency management team and curriculum advisory council, elementary building leadership team, and district all-day kindergarten task force. He also supports school staff as a member of the district’s emergency management team and curriculum advisory council, elementary building leadership team, and district all-day kindergarten task force.
Remarks from Keith Mesmer
It was about three weeks ago, when I found myself in the principal’s office with a student who had been presenting with some behavioral challenges. At the same time, I was also supposed to be at the first of many meetings that day. It was spring after all, and everything was an emergency. The day was just shaping up to be a disaster; and at the crescendo of all of this commotion, I received a text. It was from my Pupil Service Director. The message was that she needed to see me at central office tomorrow morning. And as I looked at that text, completely overwhelmed, and pulled in so many different directions, I thought to myself, “Well, this isn’t this nice?” There were a few things that went through my mind: “Did I drop the ball on a procedural issue? Did someone file due process?” In a word, I was catastrophizing.
Now, a few weeks prior to my summons to central office, due the kindness of a wonderful colleague and friend, I knew that I was nominated for the Pete Gross Best Practice Award. The timing of this summons to central office and the decision timeline about the award being made possibly revealed to me, did match up. But, you see some of you who know me a little, know that my home town is Buffalo, NY. Buffalo is not generally considered to be east coast elite city. But, some of the nicest, most humble people come from Buffalo.
So, looking through the lens of where I’ve come from, the thought that I could be recognized by OSPA was not something that won over my thought process as I was being summonsed. The next fateful morning, it was indeed the big reveal. Carrie, the psych staff, Superintendent, plus Holly, my wife, had gathered to congratulate me. It was such a nice gesture, and it was a perfect example of the kind of people that are Nordonia.
It was also nice timing, because, like most of you in this room my role and function is consultative or collaborative. And sometimes, in between all of the PR-01s, shuffling from meeting to meeting, and putting out fires; I’ve asked question: am I making a difference? I’m sure that we can all remember a special teacher, family member, friend, maybe even a coach. In our role and function as a school psychologists, we might not have as many opportunities to have those intense relationships, but we can have influence.
To have an impact, to do the good work that Pete Gross recognized, we work in groups. What we can do is lead and guide groups to support kids in a way that puts them on the path to becoming a competent reader, and improve their learning. Business consultant Simon Sinek said that “A leader’s job is not to do the work for others, it’s to help others figure out how to do it themselves, to get things done, and to succeed beyond what they thought possible.” Often school psychologists are the team members that have most knowledge about evidence based practices. We are often the ones that interpret assessment data and point teams to the best fit intervention. Sometimes we are the ones who lead teams not to take an action, and insist on gathering more data. And, sometimes it gets lonely because were the ones who stand up for something; and that can mean standing alone.
There is not much we have direct control of in our role and function as school psychologists. However, we are often the ones that calm the hysteria and bring the team back to problem solving. We are the part of a team that upholds the battle cries: all kids can learn. Control the controllables. Progress is the most important variable. All decisions are based on data.
So, with all of this talk of influence, it’s time for me to express some gratitude to those who have provided me with: encouragement, support, and friendship. First, to my mom who is definitely beaming with pride and boring everyone in heaven about how her son was honored by OSPA. To my sister who was such a good sport about whatever assessment I was studying in grad school.
For Dr. Jeanne Jenkins who has always been so encouraging, and who placed me in Mentor for internship. Cohort members and friends Molly Edwards and Stefania Cika. For Becky Dingeldein and Donna Valtmann, the gold standard of intern supervisors; and for showing me the best way to do things right from the start as an intern. For wonderful Pupil Service Directors: Sue Chute and her hiring decision; Dr. Margo Costello for her kind words in her recommendation letter; and Carrie Hutchinson for her lightning fast answers to my questions, and who continues to support the PD of our psych staff. For great principals -- especially Dr. Karen Muffley.
The great minds of the psych staff at Nordonia: Emma Sacha, Lauren Miller, Gina Worsdall, Laura Bovert, Roy Zeman, and particularly Dr. Lynn Ciccantelli for her efforts in nominating me. For Joyce Endrek who makes Pupil Service run smoothly. To Jen Wilhelm, my kindred spirit. For the interns that I have had the good fortune of supervising: David Tomasik, Allen Glassmire, and Ashley Graham, who have endured my daily pontifications while on internship, but also reminding me that learning is a two-way street.
For the two most important people in my life. To that first year teacher who I met on while internship, who makes me a better person every day, and is a great mom. I love you babe! And to Nolan, who brings me endless joy, amazement; never stops teaching me about kids, and who overpowers me in negotiations on a daily basis.
In the epilogue of his book, Big Russ and Me, Native Buffalonian, and John Carroll Alum., Tim Russert, penned a letter to his son Luke as he was about to go off to college… In that letter, he talked about being dependable; that he needed to influence others, and never to forget where he came from. He also reminded Luke of something that he heard at commencement address, those words were, “The best exercise of the human heart, is reaching down and picking someone else up.” While spring time is the worst time of the year for us, please do not lose sight of the bigger picture. Deadlines are looming. Reports are being typed at this conference. Insanity begins with next request for an initial evaluation – and violence is acceptable if you get a prescription from a doctor for an MFE.
Please don’t forget that what we do as school psychologists influences lives for the better, and that we do pick others up.
Pete Gross recognized the work that we do and the contributions that we make. Sometimes, our influence even gets noticed. I am flattered and honored that the awards committee and executive board thought that I should be in the same company as the previous recipients. Thank you for your recognition.
2016 Early Career Award - Bob Richardson
Remarks from OSPA Awards Committee Co-Chair Melissa Bestgen
The purpose of this award is to acknowledge the accomplishments of school psychologists in the first five years of their career. Nominees should demonstrate a commitment to the practice and promotion of school psychology, research, and advocacy.
The 2016 Early Career Award recipient is Bob Richardson
Bob Richardson earned his Master of Education from John Carroll University in 2013 and began his career in Euclid City Schools. Prior to starting his education in school psychology, Bob studied Cross-Cultural Social Psychology and New Japanese Cinema and worked as an Assistant English teacher in Japan. Throughout his practicum and internship years, Bob was engaged in research, presenting at NASP’s annual conference and the OSPA internship conference. In his short time as a certified school psychologist, Bob has proven himself a consummate professional, able to navigate challenging cases with knowledge, professionalism, and compassion.
He has conducted numerous staff in-services on classroom management, evidence based interventions, and effective data collection. For those who cannot attend his trainings, Bob has developed a website with information on behavioral and academic interventions for the district. In addition to typical school psychology duties, Bob is a member of Euclid’s district leadership and safety teams, providing input on crisis and mental health supports. Bob is also an active member in his professional organizations, serving on the OSPA crisis committee and executive board of CASP, and frequent volunteer in the community.
The Executive Board of the Ohio School Psychologists Association is honored to present Bob Richardson with the 2016 Early Career Award.
2016 VWM Scholarship Winner Selena Philson
2016 VWM Scholarship Winner Alanna Bebech
2016 Clyde V. Bartlett Distinguished Service Award - Elaine Semper
Remarks from OSPA Awards Committee Co-Chair Cindy Thompson
The purpose of the Clyde V. Bartlett Distinguished Service Award is to recognize an Ohio school psychologist for outstanding service or achievement in the profession. Nominees should possess personal qualities thought to be desirable in the profession, have made outstanding contributions to the profession beyond duty, contributed significantly to the growth and development of the profession, and demonstrated outstanding service in the area of mental health. This year’s recipient is Mrs. Elaine Semper.
Elaine Semper began her educational career in 1969, after obtaining her bachelor’s degree in Elementary Education from the University of Mount Union. Since then, Elaine has worked as a general education teacher, an intervention specialist, and administrator, and a school psychologist for students from all over northern Ohio –from Buckeye Local to Medina County to Midview and Columbia Local. In addition to the responsibilities of typically associated with these roles, she has also served as a 504 coordinator, Title IX director, testing coordinator, crisis response team member, and has provided trainings to staff and parents across several counties.
Elaine has also been very active in her professional associations. She is an active member of NASP, has served as Secretary and President of ELASPA and the President of OSPA, and served on the Executive Boards of both ELASPA and OSPA as Co-Chair of the Spring and Fall Conference Committees and ELASPA’s regional representative. She has also been awarded ELASPA’s School Psychologist of the Year.
The Ohio School Psychologist Association Executive Board is honored to present Elaine Semper with the 2016 Clyde V. Bartlett Distinguished Service Award.
Remarks from Elaine Semper
First, I would like to thank ELAPSA for nominating me for this wonderful recognition and the committee and Executive Board for this honor. This is my 46th year in the Education field and my 34th year as a school psychologist. Did you choose me for being the oldest or longest lasting?!?
I would like to say a few words about how to survive this long and still enjoy it! My recommendation for not just surviving but thriving is mentorship and support. I put these two together as a good mentor is a good support. I will briefly discuss ways that mentors contributed to my professional development.
Many people can trace their vocation to something early in life. Can you? My interest in education came early. I grew up never considering anything other than teaching as my mother and both of my grandmothers were teachers. One of my grandmothers was a graduate of Slippery Rock State University (Class of 1908!) and taught in a two room school. My other grandmother taught school over 40 years. I am so old I started teaching general education prior to 94-142. After teaching regular education for a few years, and having a desire to be able to help children more individually, I became a special education teacher – the old LD/BD label. Wanting to learn more about helping the range of students I had, I then took a course in working with the lower functioning students (the old EMR/TRM). Remember those wonderful labels?
Think of a professor who enlightened your interest in some area of school psychology. That first course was taught by Dr. Yanko Kovacovich, and I was fascinated! He made the understanding of intelligence so interesting. From then, I was hooked on school psychology. Think of your student and intern group and how you learned and grew together. To The University of Akron School Psych intern class of 1982… Thank you! Hopefully you had an internship supervisor who was a great mentor. Mine was Sandy Gossett at the Summit County BOE.
Things I am glad I learned during my internship:
- No matter how important the job, do not ignore and continue to be there for family. Sandy went home every day with time and energy for her family. You do many things important for students and families in the schools, but taking time for YOUR family and for reflection and relaxation is important for balance and sanity.
- Schedule time for writing and for collaboration. At the Summit Co. ESC we were scheduled ½ day a week for all the school psychs and interns to be at the office at the same time for training and help; and ½ day a week at the ESC office just for paperwork without interruption. Once in the field I found that wasn’t normal!
- Find mentors where you can. Many of us started out and some of you still are “lone wolves,” being the only school psych in a district, or in a place where we seldom see other school psychs. At Columbia Local we discovered early, before “teaming” became as important as it is today, that our district special education staff was a team that mentored each other in our small district. In Lorain County, the Northern Ohio SERRC was our salvation, with inservices and regularly scheduled meetings. For years, the SERRC had regular forums for supervisors and school psychs to work together to share information
.Your district support can often be nonschool-psychs. Find teachers who value good data. They can and be models for and help convince those who resist. And some of my best supports have been school secretaries. When I was at St. Augustine Academy in the 1980’s (in those vans we had to drive off school property every day—who remembers those??), each van had a clerk. Those ladies were much more than the “clerks.” They were called and were often our liaisons to the school staff.
Continuing education is essential. We no longer have the SERRCs, but most ESCs provide regular training. I encourage each of you to join, support, and become active in your OSPA regional. If you become active in your regional leadership, you can design the inservices you need.
Through many years, former OSPA member Cathy Telzrow not only taught promoted best practices throughout her career in Ohio, she may it all sound so practical! Thank you, Cathy.
As you are here, you know that collaboration we get through OSPA and your regional exposes us ideas we may not have thought of. One I picked up was a way to encourage teachers to do paperwork you ask them to complete. Having had difficulty getting information on students from Junior High teachers, someone suggested chocolate. Yes, chocolate. You hand a teacher a BASC wth a chocolate bar stapled to it. They may feel guilty for eating the bar and not returning to forms to you! I feel fortunate for having had excellent special education supervisors to work with doing my school psych career. Thank you to my current special education supervisors, Nancy Nimmo at Buckeye and Rachel Krauss at the Medina County ESC. Thanks also to OSPA member, Barb Gargiulo, who was my first supervisor at Buckeye and set up the structure that I could work a flexible part time schedule at the needs of the district (and mine). The flexible schedule allows me to attend OSPA and other inservices—and to travel during the school year.
I want to recognize and thank some of my mentors and best supporters. Without Denise Eslinger and Mary Ann Teitelbaum, there would not be an active ELASPA. The two of them have revitalized and worked so hard to bring training to our, as Mary Ann calls it, “Small but Mighty” regional, ELASPA. Denise hired me for my first part time job when I retired in 2001. (Krista—you have a lot more years to go to catch up with me!) When Denise hired me, she was tech coordinator in the district before returning to school psychology. For us old people who did not grow up with technology, it was wonderful having a tech guru as a fellow school psych. She was the only school psych I know who had two desktops and a laptop on her desk.
And my OSPA pal, cohort, support, Conference Committee Co-Chair, and friend, Sal Karanouh-Schuler… OSPA life would never have been the same, or as much fun, without you.
Last and not least, my canoeing, fishing, skiing, snorkeling, traveling and life buddy who keeps me calm and sane, and gets me away to places where I can’t and don’t think of school psychology…Gary Breckenridge. Gary can even make it fun to be somewhere in the middle of nowhere, in Northwest Territories or Nunnavut with no electricity, no indoor toilet, and a million bugs!
Thank you.