Gabriella Gaimaro Sped730 Revision Artifact #1

For this assignment I was to selected and interview a related service provider, or an
administrator who interacts with individuals with disabilities on a regular basis and currently
occupies a position that I hope to have and/or is an excellent educator who you see as a mentor
or inspiration. For this assignment I picked my Special Education Coordinator. She is defiantly
a mentor to me and still is.

At this time she was Learning Supports Coordinator and I was just a special education
teacher. This was July 2015, many things have changed. She is now the Director of Special
Education and I am the school’s only Interventionist for middle school and high school. In that
time I have grown as an not only an educator but as a leader. My portion encompasses 3 parts, a
special education teacher, portions of a Learning Supports Coordinator, and Intervention
Specialist. I have designed an RTI Program and all interventions at my school for both middle
and high school. Onto of that I have formulated a mentorship program with NYPD Officers.
This program has been extremely successful to my students. This program was formulated to
assist my students in making better life choices for the present and the future. This program
strengthens socialization components and connecting with the NYPD who many inner-city
students in the community we serve have discrepancies with. All of these things have strengthen
me as a special education teacher and a leader. No matter what area of special education I
choose to apply myself to, the goal and mission will always be to support and educate students
with disabilities and struggles. The goal for me is to help each student I work with to not only
have success but to feel successful.

Essence Caleb works with me and supports everything that I do, from a small idea, to
changing and implementing major changes regarding special education and interventions at my
school. In the almost 3 years since starting this program and growing as an educator I have often
remembered some of the responses to my questions that Essence Caleb has given me in that
assignment and see myself aligning to the same things she mentioned in her answers. One
specific element of this assignment that stood out to me was the first question that I asked
Essence, “What made you want to transition from the role as a special education teacher to a
coordinator?” Her response was “I think that the major factor that swayed me into becoming a
special education coordinator is that I felt I could impact more kids by supporting the teachers
who teach them, not just the ones in my classroom. I know the importance of differentiating
lesson material and ensuring that all kids have an access point to instruction; I know that all kids
learn differently and it is the teacher’s job to help figure out how the kids in their classroom learn.
I wanted to share that knowledge with other teachers and to aid other teachers in teaching a
population of children they may not be accustomed to teaching.” This is exactly why I became an
Interventionist. I saw a need to not only support students outside of the classes I taught but to
support the teachers who might not know how to meet the needs of struggling students and IEP
students. All children learn differently, children with disabilities need support on a level that
might be frustrating to some, time consuming to others, and for others it is a life mission. Special
education to me is a choice and my mission for the last 12 years.

I decided to not alter the questions of this assignment but to change my reflection of the
assignment, as that was the area with the most feedback of lacking synthesizing and reflecting of
actual responses. I thought the questions were well thought out and the responses informative. I
did not reflect much on the responses given and will be doing that within this reflection.
Gabriella Gaimaro Sped730 Revision Artifact #1

To start off I want to reflect on why I initially decided on interviewing Essence Caleb my
now Director of Special Education. Although everything I mentioned in the original document
still holds true, I feel that it could be refined. When I did this original assignment, I spoke of
Essence being the reason as to why I accepted the offer to work at my school. This still holds
true to this day. She is the reason why I am a stronger educator, a stronger Interventionist, and
the reason why I keep pushing myself to be a better version of myself. Essence pushes me to
think outside the box, use data to formulate every decision and intervention, she is the reason why
I drive to work harder each day because she is my biggest support in advocating for our students.
Essence has helped me with working with difficult educators and administration that might not
fully understand all things special education.

When I designed these questions I wanted to know many things such as her thoughts on
progressing from inside the classroom to outside the classroom. I wanted to know what she felt
were the hardships of that change. I wanted to know many different aspects of her thoughts,
goals and views of special education and the state in which it is in. I wanted to know how she
tries to promote change, equality, and education for all students, IEP and gen-ed strugglers. I
wanted to know so many different things. I wanted to pick Essence’s brain she is such a
knowledgeable, solutions driven person. She has the ability to fix any and every problem, which
at times blows my mind. Essence is very effective as a leader and as a mentor. She does such
amazing things that more people should get to witness. Not many people like her are driven as
she is in the field of Special Education.

Two questions that really stuck out to me in reflecting upon this interview. The first question,
“what is your view on the state of special education currently?”. The second question, “What
would you like to change regarding special education if you could?

Essence’s response for the two questions were as followed “In two, non-academic words: “It
sucks!” I know that there are some schools doing great things with their population of special
education children; however, in my somewhat limited perspective I know that more can be done
in the community, in most schools including my own, and on a larger scale to support our
children. I discuss special education with my colleagues often and regardless of the age of the
child, most schools, US state, we have similar perspectives. I am not particularly pleased with
most New York City schools in how they service or rather do not service all of their students, and
it seems that kids with disabilities fall to the bottom of the “what’s important” list. I would like
schools and their programs to stop utilizing a “one size fits all” model. I see the relevance and
importance of Integrated Co-teaching, for example, and how such should be considered progress
from the days we “put the special kids in one corner in the basement of the building” or didn’t
allow them to go to school at all; however, okay, there are two teachers in a classroom, that’s not
always enough. We have to be creative and innovative in teaching all kids of this generation,
especially our children who may learn in very particular ways. I want schools to create
programs and schedules and curriculums and classes with our children with disabilities in mind
and what is best for each, individual child.”. This really resonates with me, because the state of
Special Education is still not in a great place. Each year there has been growth and progression
but as a whole Special Education is hindered and our students are not being serviced across the
board as individuals with their own management and learning needs. Teachers are not getting the
proper training and our students are still failing at astronomical rates. More needs to be done.
Essence mentioned a “one size fits all” model and I feel that is still happening. Yes, we have ICT
classes and different models of educating children with disabilities but we aren’t approaching it
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right. There has been so many studies that suggest that co-taught classrooms aren’t even effective.
I am starting to believe this. There are so many issues that are happening in co-taught classrooms
that much support for students is not really occurring. My take is that all licenses, certification,
and course work should all be special education related in regards to education. The reason
behind this is so that every teacher has the skill set and tools to target strugglers, advanced
learners and every student’s individual needs instead of “one size fits all” teaching practices.

Another response that I am reflective upon is the question in which I asked,” what are your
thoughts on RTI in general and also how we can better utilize it in our school?” Essence
responded with “ Response to Intervention is important because it run effectively, it forces
educators to look deeper into targeting a child’s specific needs academically or behaviorally. It
forces educators to not write children off but to alternate their instruction or management to
better support a child’s growth. I think that our school must do a better job of creating more
opportunities for our scholars to “try again” and not place blame on scholars for “not getting it
right.” I also think we need to work on our stamina as teachers and essentially stay with it, and
be completely in the game. Meaning, it isn’t enough to create some plan, it’s important to
complete all of the essential parts to create a great plan (observing thoroughly and regularly,
speaking with other faculty who better know how to work with children who may be exhibiting
specific behaviors) and monitor that plan.” I feel that so often teachers feel that RTI is not in
their realm of obligations. They think it is special education related. Truthfully as we all know
RTI is a general education mandate. It forces each teacher to look at the individual student and
assess where the student is, how they can push them further to success and mastery and what does
the teacher need to change in their own classroom to be able to do just that. Often, it is the
biggest struggle I have with my teachers as the school’s Interventionist. Teachers have
difficulties with being reflective and asking what else can I do. As educators we should always
make decisions based off of children and what we can do to better support their growth, and give
them the opportunities to for their futures, both inside and outside of the classroom.

The last question I want to reflect on that is important to me is the following question in
which I asked Essence, “what is your view on vocational training and social development training
for scholars? Do you see it as important and necessary? If so why do you feel it is important?”

Her response was as follows, “I think that vocational training is extremely important and
necessary. Our job is to support children to make them global citizens, responsible people and to
have the ability to care for themselves as they get older. We want children to be able to think for
themselves and make good choices. Vocational training does that! Social development is also
necessary if for no reason at all that our children live in an age where they everything is online,
there is a lack of quality educational programming and a decrease in government supporting
afterschool activities, etc. Many of our children do not know how to be social because of their
lack of experience, there is nothing wrong with teaching it, it’s just giving them more experience.”
The reason I feel this question is so important to me, is because this is what I believe in, social
development. I believe that gone are the times of learning “how to act”, and “how to be” from
home. It is our job as educators to take on this additional role. A big part of me feels that this is
critical because student need to be able successfully conduct themselves in society. We live in a
world were judgments and first impressions will either open or close doors for you. We push
rigor in academics but not always push for rigor in conduct and socialization. It is highly
important that my students are able to obtain jobs, know how to speak to people that are in
positions of authority, be able to take on a problematic issue and be able to not cave, decided
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upon and maintain a lifestyle that makes my students positive members of society. These things
are so important to me that I needed to do more. I formulated a mentorship program with my
NYPD Officers who work in the community of my school. I wanted to strengthen social
development and be able to help build stronger bonds between the people of the community and
Officers who service the community. Thus far my program is successful, my students are
building stronger ties with my Officers and they are developing socially as teens and young adults.
Myself, and two of my students from my program were asked to speak at a large NYPD
Neighborhood Stats event in front of 120 Officers and NYPD leaders. It was an amazing
opportunity that my students would have never gotten if this program had not formulated. They
got to have their voice heard and we made Twitter  (Below is a picture from the event). This
program means the world to me because just like Essence said we want our students to be able to
think for themselves and be able to make decisions that impact their lives in a positive manner.
Without programs like mine, or vocational training how could we expect our students to be
successful outside of school? We must do more to support what happens outside of school and
what happens when our students graduate from our schools.

NYPD Neighborhood Stats Event at 1 Police Plaza in NYC discussing the role of our NCO
(Neighborhood Coordination Officers) Officers and their direct impact on the community, our
mentorship program, and their overall views on these specific officers who dedicate a lot of their
time to support the social development of my group of students in this program. My boys gave a
5 minute long speech and did an amazing job! I am very proud of this program, my students, and
my Officers.
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Interviewing: E.Caleb, Learning Supports Coordinator

• What made you want to transition from the role as a special education teacher to a
coordinator?

I think that the major factor that swayed me into becoming a special education coordinator is that
I felt I could impact more kids by supporting the teachers who teach them, not just the ones in my
classroom. I know the importance of differentiating lesson material and ensuring that all kids
have an access point to instruction; I know that all kids learn differently and it is the teacher’s job
to help figure out how the kids in their classroom learn. I wanted to share that knowledge with
other teachers and to aid other teachers in teaching a population of children they may not be
accustomed to teaching.

• What do you think was the hardest aspect from transitioning from teacher to coordinator?

The most difficult thing I realized was that I didn't have my own classroom anymore. While I
love the administrative part of my role, I am not able to build the same relationships that I did
with students when I was their teacher and being a witness to their daily growth as a scholar. As
a coordinator, I work with adults more than children. I enjoy teaching and love that I still get the
opportunity to co-teach with teachers and teach small group instruction; but sometimes there is
nothing like having your own class.

• What is the most rewarding aspect of your position in your opinion?

The most rewarding aspect of my position is watching my teachers grow. In a sense, the teachers
that I work with are my students. I aim to try to support them in different ways to ensure that
they are delivering the best instruction possible and/or guide their practice. I am their shoulder to
lean on when they need to just talk to someone or have the “what to do, I have tried everything
with this kid” moment. It is uplifting when a teacher talks to me about trying new strategies with
children and then gloat about the growth that the student is making.

• What is your view on the state of special education currently?

In two, non-academic words: “It sucks!” I know that there are some schools doing great things
with their population of special education children; however, in my somewhat limited perspective
I know that more can be done in the community, in most schools including my own, and on a
larger scale to support our children. I discuss special education with my colleagues often and
Gabriella Gaimaro Sped730 Revision Artifact #1

regardless of the age of the child, most schools, US state, we have similar perspectives. I am not
particularly pleased with most New York City schools in how they service or rather do not
service all of their students, and it seems that kids with disabilities fall to the bottom of the
“what’s important” list.

• What would you like to change regarding special education if you could?

I would like schools and their programs to stop utilizing a “one size fits all” model. I see the
relevance and importance of Integrated Co-teaching, for example, and how such should be
considered progress from the days we “put the special kids in one corner in the basement of the
building” or didn’t allow them to go to school at all; however, okay, there are two teachers in a
classroom, that’s not always enough. We have to be creative and innovative in teaching all kids
of this generation, especially our children who may learn in very particular ways. I want schools
to create programs and schedules and curriculums and classes with our children with disabilities
in mind and what is best for each, individual child.

• How do you see yourself evolving in the next few years?

I see myself becoming a stronger leader who is able to consistently lead by example in assuming
the best in people- which is something that I am working on. I also see myself (within six years)
supporting other schools to develop quality special education programs. I think the next two
years at SACS is pivotal as now I am in a position to better support the leadership qualities in my
team and make decisions that better impact scholars who have disabilities. I am excited about that
and how that can change the education pursuits of our kids as well as how the school and its
players look at our kids with special needs.

• We work with a lot of unclassified behavioral scholars, like in many schools. What would you
like to see implemented with those types of scholars?

My charter school is a fan of the word demerit and I do not think that it’s realistic to give a kid a
demerit because they got up out of their seat without asking to throw out a piece of paper. Isn’t
that what we want them to do? Be environmentally responsible for discarding their trash. I think
that there is a huge difference between children who have emotional disturbances and children
who do not behave in school. I think that sometimes adults are quick to say that a kid has poor
behavior for not always listening before saying “hmmm, this kids challenges everything he hears”
– and that’s a great analytical skill. Now, yes, there are also children who essentially do not
behave in respect to school rules and sometimes to people of authority. I would like to see us
working more with those children by developing deeper relationships with them and their
families so hopefully better understand them and their actions. I would also like to see more
physical activity in school meaning I think that a child should “run a lap” for not doing something
instead of having to sit silently in detention. I think about how we train athletes for “poor
performance and/or behavior” by forcing them to strengthen their body with a physical task. The
endurance that it takes to finish such task isn’t just physical, however, it is mental as well. I think
we need to counter act poor behavior by building our children’s physical and subsequently mental
endurance.

• As a coordinator in our school you have many roles and task to do, how do you stay focused
and give 100 percent to all that you do throughout the day?

I just do! I know that things do not always get done; however, I do my best to prioritize the
important things and work aggressively to then complete remaining tasks. In other words,
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everything that has to do directly and then indirectly with our scholars takes precedence and I try
my best to stick to that mantra. I work extremely late hours daily, which I do not advise others to
do as being mentally tired makes tasks that more challenging, well at least it feels that way. I
think I just try to focus on always doing what I can when I can. It is supporting to me that I have
such a supportive team and a team of leaders who are willing to take risks and complete tasks on
their own or even assist me with mine.

• I know for a fact that you and are on the same page with the idea of special education being a
service and not a place. What is your philosophy on special education?

Special Education is not and should never be a label that one wears. It’s always “kids with
disabilities” not “disabled kids.” I work with children who learn and respond differently and need
extra support in their academic, emotional and/or social growth. That’s it! I think that special
education teachers are the only teachers trained to actually teach! Yes, there is some bias there. I
believe that everyone has the capability to learn and special education is a service that is provided
for additional support.

• As we both know, I consider you highly influential person because of the daily advice you give
and how you help me implement all the goals I have for myself both in my classroom and
for my career future. With that being said who do you find to be influential to yourself
both career wise and personally. Why?

How corny am I when I say my mother?! My mom is a source of true inspiration for me. She has
always talked to me about the trials and tribulations that she had to face in her life, professionally
as the only black woman at her place of employment, her rise because it was important to her to
better herself and to set an example for not just her own children but the people she comes into
contact with. I aim everyday to be like my mother. To be compassionate, sincere, optimistic on a
daily basis. The woman doesn't know how to think negatively and that’s powerful.

• What type of disability do you find the most challenging to work with and why?

I don't necessarily think it is challenging to work with any child with one particular type of
disability as it has been challenging to me to work with many kids whom have different
disabilities. I would say that I think the idea of a learning disability is a challenging concept
because there are many different types of learning disabilities and I have often found myself
saying, “okay, well what does this all mean.” I think I always look for answers and best practices
but have found that when working with children who have learning disabilities there is no cookie-
cutter go-to, I feel like I have tried something different for every single child.

• Looking back at situations you have gone through as a coordinator what is one situation you
would have done differently regarding a scholar?

When I first became a coordinator, I still had a lot to learn about the role and how to manage
tasks. One of the first annual IEP meetings that I ran I remember discussing a scholar who had a
25% modified promotional criteria. We discussed the scholar’s strengths and weaknesses and I
do not think that I observed the scholar enough to make good recommendations, nor did I train
this teacher enough to assess. Looking back at it now, this scholar should have been re-tested
because her disability classification did not match her behaviors, alternate assessment should
have been encouraged and a different setting than my institution would have better suited her
needs. I think that due to my poor coordinating she missed out on getting more appropriate
instruction to meet her needs. From that, I now ensure that I observe all of the scholars on my
Gabriella Gaimaro Sped730 Revision Artifact #1

roster in their classes, meet with their teachers more regularly to discuss and better analyze data
reports so that I can make stronger recommendations.

• What are your thoughts on RTI in general and also how we can better utilize it in our school?

Response to Intervention is important because it run effectively, it forces educators to look deeper
into targeting a child’s specific needs academically or behaviorally. It forces educators to not
write children off but to alternate their instruction or management to better support a child’s
growth. I think that our school must do a better job of creating more opportunities for our
scholars to “try again” and not place blame on scholars for “not getting it right.” I also think we
need to work on our stamina as teachers and essentially stay with it, and be completely in the
game. Meaning, it isn’t enough to create some plan, it’s important to complete all of the essential
parts to create a great plan (observing thoroughly and regularly, speaking with other faculty who
better know how to work with children who may be exhibiting specific behaviors) and monitor
that plan.

• We know that scholars with disabilities are become more and more relevant in our schools as
the year’s progress. There are more students with IEP going into general education
classrooms and ICT classrooms. What would be one piece of advice you would give a
general education teacher for working with students with disabilities?

I tell general education teachers that a student with a disability just means that she or he learns
differently, not that they are different. I also tell general education teachers who are just starting
their teaching profession that they should always think about delivering instruction to support
auditory, visual and kinesthetic learners and I challenge them to add each into daily instruction. I
think that it helps with the idea of differentiation and starts them on the right path. I highly
encourage such teachers to READ an IEP and sometimes sit with them and go through it. A well
written IEP tells a lot about a child and helps one to better deliver instruction. I also remind
general education teachers that scholars with special needs are capable of performing. Far too
often I have heard teachers say “oh wow, John Doe has an IEP, but she has a 90 in my class.”

• What is your view on vocational training and social development training for scholars? Do
you see it as important and necessary? If so why do you feel it is important?

I think that vocational training is extremely important and necessary. Our job is to support
children to make them global citizens, responsible people and to have the ability to care for
themselves as they get older. We want children to be able to think for themselves and make good
choices. Vocational training does that! Social development is also necessary if for no reason at all
that our children live in an age where they everything is online, there is a lack of quality
educational programming and a decrease in government supporting afterschool activities, etc.
Many of our children do not know how to be social because of their lack of experience, there is
nothing wrong with teaching it, it’s just giving them more experience.

• Many of our scholars and scholars in general have parents who do not know how to deal well
with their children who have disabilities. Based on your experience what is 1 piece of
advice you would give an overwhelmed parent of a scholar with a disability?

I would tell that parent to read more about the disability that their child has and to seek support
from parents who are doing a quality job of supporting their child. As adults, we often think our
way is the right way and must always remember that one should never stop learning. When
dealing with a child with a disability, or any child for that matter, “the way my mama raised me
Gabriella Gaimaro Sped730 Revision Artifact #1

may not work for the way I have to raise my own child” because the players are different, the
environment is different, the time is different. Adults, parents have to be willing to seek
knowledge to expand their own which will help in dealing with their own kid.

• How would you describe yourself professionally and personally?

I think that I am people-pleaser. I want everyone to be happy and I will go out of my way to
make other people content. When people come into contact with me I want them to leave with
having gained some insight or are overall happy. This doesn't mean that I will not have difficult
conversations, because I do all of the time, but I don't want people to leave my presence and feel
negatively about themselves, ever.

• How does your personality affect your role working with scholars?

I love the kids that I work with. I am a big kid at times and so am completely confident in doing
the “nay-nay” with my kids one moment, but I also care about their well-being and have no
trouble disciplining them in the next. Overall, I want my kids and all kids to be successful and
happy and I realize that means that a combination of hard work and some play.

• In your opinion what makes a great educator?

A great educator is someone who genuinely cares about the children they come into contact with
and is willing to do whatever it takes to support them. I say this because in that definition, this
person will go back to school if necessary to better hone their skills to teach, this person will be
self-reflective of his/her teaching practice. If this person is invested in the growth of children the
she or he will be willing to sometimes sacrifice (be it sleep, money, something) to see our youth
become better.

• We work together frequently, most days daily, what would be 2 pieces of advice you would
give me? 1 generally and 1 specific to how you see I work with our scholars?

You have a skill, a great skill, that you are able to see when something is too difficult and you are
able to modify it to make it accessible. That's important. I always have challenged you, however,
to push the rigor with your kids. Trust in them and your own teaching that they have the ability
to meet the expectation you set forth. I think that when you started doing that you saw amazing
gains in your kids, it’s because they knew you were invested, they too became invested in
themselves and in their learning…of course it took a couple of lectures but they did it.
Specifically, I would say for this upcoming academic year, to choose a kid to work with as hard
as you worked for Jeannine, a kid that you initially may not think needs that amount of attention
and differentiation but really does. Can it be Jamir?