As students, it’s easy to forget how much is happening behind the scenes to make sure that every day at school can happen, whether it be our school’s administration or our campus aides. But, some work can be happening in the back of your classroom, and you may not even notice it.
The back of the classroom is where you’d likely find Ms. Palayo. That’s where she happened to be when I first met her in my homeroom class. She was on her walker and she sat down with an observant look in her eyes. And, I approached her.
Ms. Palayo is a part of our school’s special education department, helping support kids with special needs behind the scenes. The first thing you’ll notice about her is her exuberant tone and willingness to chat about anything.
In that first meeting, we had a great conversation. I felt that not only the work Ms. Palayo does but who she is as a person is something that all students, regardless of whether you’re a part of the special needs department, should take to heart. This interview goes into depth of that all: so please, enjoy.
RD: I feel students have so much to learn from you because Hicks was telling me you've been here for 20 years. I can’t imagine that you've been here for so long, and you've seen so much.
HP: It’s come with its ups and downs, two years ago I got sick, so now I use a walker, but I'm still here. I still navigate, I still work, and I try to do my best for the students.
RD: So, just to be clear, what do you do for the school?
HP: I work in the special ed department. I work with students with special needs.
RD: What made you choose this path?
HP: I always wanted to be an advocate for students. I was a social worker before, but I stopped and decided I wanted to do something else. My sister, who is a principal now at Glaser Elementary, suggested I work with students in need. She said I had a heart for it. I tried it, and now I've been here 20 years.
RD: Can you tell me more about what you do for students?
HP: Our students are challenging, but we focus on their strengths, not their weaknesses. We help them achieve, especially with anxiety and other issues related to their disabilities. We try to motivate them and work with them in different ways, depending on their needs. Each student is different.
RD: You have a range of special ed needs, right? From mild to severe?
HP: Yes, we have everything from mild to severe. We usually don’t have the most severe conditions here, but we do have some students who need one-on-one support. In those cases, we work directly with the student from class to class. That’s what we call one-on-one support. I don’t do that. I focus on resources and inclusion. I move from room to room, advocate, and observe students. I don’t point out the students I work with because they often get embarrassed. I monitor them and help out in our learning center during certain periods. That's where I see most of my students and assist with their needs in English, math, and Spanish.
RD: And where is that?
HP: We have two rooms right now. have room 309 through 317. We help our students with whatever they need. Many of them don’t want help during class because it can be embarrassing, and I understand that. We are there to monitor, take notes, and assist them with tasks, such as when Mr. Hicks assigns an English project. I focus on where they are in the process and what they need help with.
It’s understandable that students may not want someone next to them, but I think it helps them absorb the material. While it could be a distraction, my presence can also help destigmatize support in the classroom. The students know who I am and why I am there, which helps motivate them.
RD: How many students do you support?
HP: It depends on the class. For example, if I’m working with one teacher, there might be around 30 students. Each assistant typically supports 20 to 30 students.
RD: And how many are there in the department?
HP: My God, we have several. Over 100 kids are here at Eagle Rock, and they’re all divided into categories. Many of us are considered one-on-one so we're in the learning center, working with about 30 students. So many of us work with students who need one-on-one attention. We divide and rotate into different classes like English, math, Spanish, and history.
RD: You all seem to work very well behind the scenes. There are so many kids in service, and lots of people don't even know about it.
[Moving on], do you think you were a good student in high school?
HP: I was a role model student. I graduated, went to college, and got my degree in social work. I started working in social work after earning my bachelor's, but I didn't want to continue in that field. I wasn’t sure what to do next, so I considered going back to school for my master's. I ended up deciding against it, and here I am now.
RD: So, you were a social worker elsewhere?
HP: Yes, I worked at a Children’s Court-- Adams Children’s Court. I did my internship there and was hired afterward. Eventually, I left that job to pursue [working with kids with special needs.]
RD: I want to know more about you, aside from your work at the school. Are you a mother?
HP: Yes, I have three kids. My older daughter graduated from Mount St. Mary's. I also have a senior.
RD: So, you commute here?
HP: Yes, I commute by myself. I thought about getting a job closer to where I live, but I’ve gotten so comfortable here. This place feels like family. Many of the teachers and my supervisor are like family. When I got sick, they were very understanding, knowing how long I’ve been here.
RD: How has your Eagle Rock family helped you?
HP: They’ve motivated me, helped me get up and come to work. They're always there to listen, to offer support.
RD: I want to get more to the heart of it: who or what inspires you the most?
HP: For me, it's my family and my kids. They motivate me and give me strength. My mom and dad are a big influence. Growing up, I was always thinking, "What am I going to do?" But look at me now—I went to college, I’m working, and I bought my own home. I'm also an entrepreneur with [real estate] on the side.
RD: Oh, that's great!
HP: Every day is a learning day. I learn a lot, especially from my students with disabilities. There's always something new to learn. I’m often surprised by how much I learn each year.
RD: What’s something you’ve learned recently?
HP: I’ve learned a lot about the strengths of my students. I’ve figured out how to work with them, even if there are challenges. I focus on helping them achieve the best they can, taking it day by day, and using the strategies I’ve learned from my training.
RD: I imagine it’s different with every student, so you’re always learning something new.
HP: Every student is unique. Even if two students have the same learning disability, they are still different from each other. You have to adapt your approach for each one.
RD: And that helps you improve as a teacher?
HP: Yes, exactly. We modify every lesson to fit their needs.
RD: What stands out to you most about the kids at Eagle Rock?
HP: Despite the challenges, I see that many students here are dedicated and work hard to achieve their best. They are focused, and it motivates me to come to class and engage with them. I see how well they adapt to the class and their environment.
RD: You see that with your students as well, right? They have to overcome their own challenges.
HP: Exactly. You can see how motivated they are, and it motivates you as well. It's amazing to see how many times they push through.
RD: A lot of teachers here say that the kids are different, don’t they?
HP: Yes, definitely. It’s like when you talk to your friends about any issue, but when you talk to an adult or a teacher, there are always so many possibilities. The doors are always open.
RD: Is there any advice you’d like to pass down to the kids here?
HP: My advice is always to never give up. If you fall, get back up. Strive for the best.
RD: Do you find yourself saying that a lot to your students?
HP: Yes, I do. I tell them, “If there’s any crack, get up and try again.” Never say no— that word doesn’t exist. Always try your best.
They're very sweet. And many times people see them and may judge them, but they don't know how smart they are. They're smarter than us. They could have a disability, sometimes I even see myself thinking, "Wow, I finally understand this," because they help me to understand things too.
RD: Can you tell me more about that?
HP: You have to have patience and learn about the disability. Every disability is different. It's so broad, with many challenges. Learning about ADHD, ADD, autism, and others helps you understand how to motivate and accommodate each one.
RD: Well, my brother was diagnosed with ADHD when he was in second grade. My parents had a hard time [because] there's a belief that something is wrong when a child is diagnosed with a disability. My parents thought there was something wrong with him, but it's just a part of him. It doesn't mean something is wrong with him.
They think, "Oh, he's overcoming it," but it's not a sickness. It's still something he has to work through every day. When he was younger, he didn't really understand what it meant. But now, he's starting to figure out how to approach his obstacles. I think my parents will also have to overcome their own mind blocks. I don't know if it's the same with parents of your students, but I really appreciate how many parents, even though they go through challenges, support their kids.
HP: Many of our parents aren't well-educated. I feel for them, because it's easy to judge before they understand how to process what their child is going through or what disability they might have.
RD: It makes me wonder how many resources are available for special education needs, because of the stigma around it.
HP: You just have to reach out for help, and you can find it in any field. There is a tendency not to ask for help because we're embarrassed, or many families don't want other family members to know that they have a child with a disability or specific needs. Some parents say, "Don't tell my family, I'm embarrassed." But by doing this, we're hurting the child by not getting them the services they need. Sometimes they want to talk to a psychologist or someone about their needs or the stresses they’re going through.
RD: At the end of the day, you guys are here to help… I hope students take advantage of the resources available.
HP: We’re here to help, and we’re the second voice.