Kaleigh Walker Student Supports

Educational Triumphs at Home: Transforming Learning & Embracing Challenges with KCS Homebound

Orin Heatherly is part of the Knox County Schools family, but his day may look a little different compared to his peers. 

As a Homebound student, Heatherly receives instruction from his dedicated teacher, Donna Klarich, at home.

“Working with Orin has been a deeply rewarding journey that goes beyond traditional education,” Klarich said. “It’s about embracing unique challenges and joys, fostering academic growth, and celebrating personal achievements–fulfilling my role as a dedicated educator and member of their family.”

The KCS Homebound team supports students who, due to medical or other reasons, cannot attend their base school. They stand out as a beacon of consistency for these students and their families.

Support is provided virtually or in person at home or even in the hospital, and the time spent with the Homebound teacher is sometimes the only normal part of their week. 

“Homebound has helped him in so many ways,” said Heatherly’s mom, Amy. “He is more aware of how to perform daily activities, and it has helped me to learn how to teach him effectively since I can participate in his education.”

And then there’s Celeste Cristelous, a Homebound teacher with almost 20 years of experience, specializing in working with students diagnosed with cancer. 

“We step into the lives of our students during some of their roughest times, making their days brighter and meeting their greatest needs, whether educational or emotional,” she shares.

While students are going through different stages of their treatment, their educators also adjust their style of teaching. Cristelous said that “what works after surgery does not work during chemotherapy, and what works during chemotherapy does not work during radiation.”

But what does Homebound instruction look like in practice?

Think individualized learning plans tailored to each student’s health condition, learning style, and academic requirements. Imagine flexibility in scheduling that accommodates varied rest periods or medical treatments. Envision qualified and licensed instructors dedicated to adapting to diverse learning needs and environments.

Communication is key, with Homebound teachers providing regular updates and maintaining open channels to ensure everyone involved is on the same page, and integration with the school curriculum is a priority. When the time comes, the students can experience a seamless return to school.

It’s not just about the academics; Homebound teachers recognize the social and emotional challenges students may face and offer the necessary support. Collaboration with healthcare professionals and student support services is essential for success, and building community understanding contributes to a positive, inclusive learning environment.

KCS Homebound allows education to transcend the ordinary, and every student’s journey can be a story of triumph.

To learn more about Homebound and how we can serve you and your family, please contact any members of the team.

Daphne Odom (daphne.odom@knoxschools.org)

Mendy Williams (mendy.williams@knoxschools.org)

Megan Greene (megan.greene@knoxschools.org)

Kaleigh Walker Career Empowerment, Great Educators, Student Success

Empowering Creativity: Farragut Middle’s Innovative Print Shop

At Farragut Middle School, there’s a new, cutting-edge Print Shop program that’s changing the way students engage with their education.

Thanks to the vision of FMS administration and Brian Fogarty, a former math and science teacher turned creative leader, the school is embracing the challenge of bringing real-world experiences to these 6th- through 8th-graders. 

“They’re designing, producing, marketing, and budgeting,” Fogarty said. “The students are doing everything themselves in the shop.”

The program is hands-on from day one. Students dive into every aspect of the process, from brainstorming designs to operating equipment like silkscreen presses and heat presses. 

Fogarty is passionate about giving students real-world experiences, saying, “It’s all about giving them an opportunity. They’re going to mess up, but that’s part of learning.”

Students in 6th grade begin with a career awareness course where they are introduced to different areas in the industry, and they start career exploration in 7th grade before choosing their “department” for 8th grade. 

“For a lot of them, this class has really helped to give them an outlet to show their creativity and be successful,” Fogarty reflects. “They’re shining stars here.”

The Print Shop isn’t just about making posters and T-shirts; it’s about teaching valuable skills like communication, problem-solving, and entrepreneurship. Students learn to work with customers, manage finances, and market their products. Fogarty envisions a future where students take these skills and run with them, whether starting their own Etsy stores or pursuing careers in design.

As the program continues to evolve, Fogarty is excited about the possibilities. From expanding partnerships with high schools to exploring new technologies like 3D printing, the Print Shop is just getting started. 

“We’re giving them a little taste of everything,” Fogarty says with a smile. “Who knows where they’ll take it?”

In a world where creativity and innovation are more valuable than ever, Farragut Middle School’s Print Shop is leading the way. Thanks to dedicated educators like Brian Fogarty, the next generation of designers, entrepreneurs, and problem-solvers is already hard at work, shaping the future, one print at a time.

Kaleigh Walker 865 Academies, Career Empowerment, Great Educators

Flying to Success: Powell’s Aviation Odyssey

Students at Powell High School are not just reaching for the skies; they’re soaring through the clouds thanks to the school’s cutting-edge Aviation pathway.

Operating within the Academy of Commerce and Transportation, this unique program is a standout as the only high school aviation course of study in Knox County and a rare gem statewide, offering students a hands-on journey into the world of aerospace education.

At the helm of this ambitious venture is Tennessee Army National Guard Chief Warrant Officer Andy Salas, whose expertise in tactical military rotary flight brings a dynamic perspective to the classroom. 

When he’s not leading the charge in education, you can find him maneuvering Blackhawk helicopters, serving as both pilot and instructor.

“After school, I’ll go straight to the airfield, fly at night, and hopefully get home by midnight,” Salas said. “I do that at least once a week, and sometimes up to three times a week, for my proficiency.”

Just days into his new role at Powell, Salas orchestrated a thrilling event: a Medevac Blackhawk helicopter swooped in, touching down on school grounds. Students explored the aircraft and gained insights from the flight crew. This kind of experiential learning sets the stage for what’s to come in the program.

But it’s not just about the thrill of helicopters and the roar of engines. The Aviation pathway begins with a solid foundation in Introduction to Aerospace, where students delve into aviation history, aircraft structures, and principles of aerodynamics. From there, they ascend through Aerospace I and II before reaching Unmanned Aerial Systems, a course designed to take them to the world of drone piloting, culminating in an FAA Remote Pilot Certification.

For students like Lucas Keefe, the journey is more than academic–it’s a personal legacy. 

“My great-grandfather was an aviator and my grandfather was an aircraft mechanic, so I’m naturally interested in planes,” Keefe said. “One of my goals is to fly them one day, and these classes will help me carry on the tradition.”

Before students select a pathway in the 865 Academies, they undergo the YouScience aptitude test, which guides them toward careers aligned with their passions. Students in the class soared above the rest in the aviation section.

As Salas continues to lead the course, he looks toward an exciting future.

“Seeing the end product of these kids graduating from this program in a few years is going to be the most thrilling part for me,” he said.

The sky’s the limit for the students of Powell High School.

Kaleigh Walker 865 Academies, Career Empowerment

Building Leadership and Discipline: The Debut of Gibbs Middle School’s JROTC Program

Each day begins with the Cadet’s Creed: a sworn oath promising honor, patriotism, and courage. 

Normally a recitation that can be heard from Gibbs High School, it’s now being echoed across the street at Gibbs Middle School, where the district’s first and only middle school Junior Reserve Officers’ Training Corps (JROTC) program can be found.

Spearheaded by a dedicated staff and met with enthusiasm by students, this initiative aims not only to instill discipline and leadership skills but also to lay the groundwork for a seamless transition into high school.

Sgt. 1st Class Stephen Lundy began the half-mile trek to GMS in the fall to teach the class about decision-making, self-discipline, and team building skills to positively impact students’ academic and personal development.

“It’s going to help some kids in class, especially those who are preparing to transition to high school,” Lundy said. “Everybody’s just nervous going into high school, but being in JROTC helps with that move and to motivate young people to be better citizens.”

“I’m so proud that we are able to provide this additional opportunity to our students,” Reed said. “They’re earning a high school credit in eighth grade, which is an incredible leg-up. When they go across the street, they will join the high school program and they just build from there in a nice, seamless transition.”

Assistant Principal Scott Reed underscores the program’s significance in offering additional opportunities for student advancement. 

Moreover, participation in JROTC cultivates a sense of responsibility and pride in students. Cadet Braxton Graves shared his experience of carrying the flag during basketball games, highlighting the newfound opportunities for involvement and leadership. 

“Being able to carry the flag is a huge responsibility. I was a little nervous at first, but I’ve gained so much confidence through this and I’m more comfortable handling the flag,” Graves said. “It’s a really cool, unique experience that not a lot of people get to do.”

The debut of Gibbs Middle School’s JROTC program signifies a significant milestone in the school and district’s commitment to providing career exploration experiences at an early age. 

By instilling discipline, fostering leadership, and offering early academic credits, the program sets students on a path toward academic excellence and personal growth. As the program continues to flourish, it promises to shape the next generation of leaders and achievers in our community.

Reed adds, “This is opening doors for our students and exposing them early to opportunities they might not have known about before.”

Kaleigh Walker Career Empowerment, Student Success, Student Supports

Celebrating Our School Security Officers: Guardians of Safety and Community

Today, as we observe School Security Officer Appreciation Day, we pay homage to the brave men and women who stand as the first line of defense in our schools.

Among them are four remarkable individuals from different corners of our district, each with their own unique journey, challenges, and heartfelt dedication to the safety and well-being of our students.

Officer Jay Gibson, Amherst Elementary School

After working in security for years, Jay Gibson made the switch to school security to be on the same schedule as his son when he began school.

A 13-year career allowed him to experience settings from Ridgedale School to Hardin Valley Middle – where his now-senior son attended at the time – to his current posting at Amherst Elementary. 

“At Ridgedale, most of the kids’ paths were kind of chosen for them through their environments outside of school,” Gibson said. “I knew that if I could influence one percent of those kids, it would make all the difference.”

He remembers a special moment when he was directing traffic at HVMS during after-school pick-up when he heard a voice call, “Officer Jay! Officer Jay!” A student from Ridgedale recognized him and was excited to share his success in class and extracurriculars. 

“He’d gotten farther than I thought he would, and even though his progress wasn’t directly because of me, it was a sense of team accomplishment, and he wanted to tell me about it,” he said.

Gibson hopes more people show interest in the field and see the positive impact school security officers have on their community.

Officer Kimberly Mays, Gresham Middle School

Similarly to Officer Gibson, Kimberly Mays pursued other passions before joining the KCS School Security Division 10 years ago. 

After experiencing a high school and elementary school setting, Mays knew she found the place where she could do the most good for her community at Gresham Middle School. 

Mays speaks passionately about the unique qualities and unending kindness of the students at Gresham, and Principal Melissa Glover described her as whole-heartedly unselfish and loving to all people in the building.

“She is so involved, and the kids love her,” Glover said. “When kids are upset, she is the go-to person for a lot of them. I’ve never seen someone who is so involved in their school.”

Her dedication to the safety and well-being of students earned her an Officer of the Year recognition, and she even earned the Life Saver Award when she sprung into action to offer life-saving aid to a staff member last year.

She notes there are stressful moments that come with the job.

Mays said that in the last few years, more of her attention has been devoted to hostile parents.

“It is important for people to know how the escalation of parents has changed the scope of our jobs,” she said. “I want that to be the smallest part of my job and for the majority to be championing kids and promoting positivity and encouragement.”

But, she says every day is a fresh start, and remains positive and focused on her goal of creating great experiences for all students.

Officer Lee “Izzy” McDermott, West View Elementary School

At 18 years old, Lee “Izzy” McDermott knew he wanted to work in law enforcement. After security jobs at a few different companies, a friend recommended checking out an SSO position. 

Now in his second year with Knox County Schools, he’s serving in the school he once attended as a young boy.

“I know a lot of the parents here because I attended school with them,” McDermott said. “The principal, Amy Brace, was my gym teacher when I was at Sarah Moore Greene, and there are a few teachers that were here when I was in school.”

He says returning to his childhood school gives his job a bigger meaning.

“It’s a very surreal feeling,” he said. “I’ve lived in this community my whole life, and this fills me with a deeper sense of purpose serving in this school.”

His experience building relationships with the students at West View has been a highlight of his career. He plays basketball with them during recess and sets the example for good sportsmanship. He encourages them throughout the day and celebrates their successes with them. 

McDermott said when his students win in the classroom, “it’s almost like a proud dad moment.”

Officer Lisa Smith, Karns Elementary School

Lisa Smith, like so many others, came to this position from years of working in security. Now in her eighth year at Karns Elementary, she said no two days are ever the same.

“You never know what to expect when you come in each morning,” she said. “I could have a slow day or be busy for eight hours. It’s an awesome experience as a school security officer, and it’s a big responsibility.”

Principal Jamey Romig knows Smith handles all situations at Karns with the utmost care and devotion.

“On the rare occasion that something does happen at school or in the community, she takes charge of our security,” Romig said. “When a tough decision needs to be made, I trust her 100% to take care of our school.”

Smith said being in uniform and gaining the trust of students has impacted a number of individuals.

“I’ve had families say to me, ‘My child was afraid of officers before she came here, and she’s not afraid anymore.’” She continued, “It makes you feel good because you’ve positively influenced a child’s perception of people like you who care for their safety.”

As we reflect on the dedication and sacrifice of our school security officers, let us take a moment to express our gratitude for their unwavering commitment to keeping our schools safe and nurturing environments for learning and growth. Their selfless service is a testament to the power of compassion, resilience, and community spirit.

KCS Hall Pass Student Supports

Compassionately Navigating Specialized Transport: The Role of KCS Special Education Transportation

Suzanne Clapp’s daughter, a middle school student, commutes to school just like her peers. For seven years, the Special Education Transportation Team has made sure that her unique needs don’t keep her from riding the same buses as 20,000 other students across the district. 

Clapp’s daughter is just one of the 2,000 special needs students benefiting from the work and expertise of the SPED Transportation Team. 

The Team — which includes licensed physical and occupational therapists, a Special Education Supervisor, and a Transportation Router — collaborates with nursing, speech, and behavioral specialists to facilitate the safest, most appropriate transport of special needs students to and from school every day. 

Though Clapp recognizes the Team’s obvious expertise, she values the Team’s acknowledgment of the unique challenges families face in understanding and meeting their child’s specific needs.

“As parents, we are deeply immersed in our child’s needs,” said Clapp. “Maybe they struggle–to varying degrees–with mobility, behavior, or communication. Some are non-verbal and most probably don’t understand bus safety rules. While we want our children to have the same school experience as their peers, there can be a lot of stress involved in that.”

That’s why the SPED Transportation Team encourages family involvement in the process of evaluating and arranging these services and prioritizes understanding each child’s individual safety needs.

“Wheelchairs are as unique as the children who use them and each one must be secured in a specific way to be safely transported,” Clapp explains. “Researching all those specific requirements and protocols is time consuming and, honestly, tedious, but the Transportation Team ensures every child is fitted correctly in the right chair and that every chair is secured properly.”

The team also provides Child Passenger Safety training to school-based staff throughout the district for those who either ride the bus with students or participate in the transportation process. Additionally, they complete trainings for approximately 160 special education bus drivers, 40 shuttle drivers, and contractors. 

The group also completes specific training modules. Several members hold Child Passenger Safety Certifications with Safe Travel for all Children endorsements. The endorsement is specific to the Child Passenger Safety Certification.

These hands-on training sessions include the proper use of individual safety devices, loading and unloading, the securement of wheelchairs, behavior strategies, and evacuation techniques.

Emphasizing the district’s commitment to providing every student with a quality, free, and appropriate education, KCS Director of Transportation Ryan Dillingham commends the Special Education Transportation Team for their efforts, saying: “The SPED Transportation Team works incredibly hard to make sure the complexity of a student’s needs doesn’t impact their ability to get to school in the same way as their traditionally educated peers.”

For more information on Special Education Transportation, please contact Ryan Dillingham (ryan.dillingham@knoxschools.org) or Lauren Mays (lauren.mays@knoxschools.org).

Kaleigh Walker 865 Academies, Career Empowerment, Student Success

Engineering Compassion: 865 Academies Students Repair Adaptive Toys for Special Learners

A dinosaur roar is a common sound in Connie Mithcell’s classroom at Fort Sanders Educational Development Center, where she works with two extraordinary students, Dino and Aiden, who both require total care, are non-verbal, and have low vision. 

Despite being medically fragile, Dino and Aiden share the same love for play as their peers — especially drums, sound toys, and roaring toy dinosaurs — their favorite. 

To make this possible, Aiden and Dino’s toys are adapted to suit their abilities — typically equipped with large buttons, arms, or switches that allow them to activate the sounds, motion, and other multi-sensory experiences.

“Adaptive toys and musical instruments provide unique learners a better chance to experience the joys other children in traditional classrooms do,” Mitchell said. “Even if they can’t hold or grasp a drumstick, they can play the drums like other students with the push of a button.”

According to Special Education Supervisor Shelli Eberle, adaptive toys play a vital role in facilitating communication and learning for students like Dino and Aiden.

“Using highly-engaging, brightly-colored, noisy switch toys, allows us to offer a full sensory experience, regardless of a student’s skill or ability,” she said. “It’s a crucial element of their education.”

But, like any well-loved play thing, these adaptable toys sometimes break and have to be thrown in trash or put away until they can be fixed.

L&N STEM Academy math teacher Brooke Carter knew fixing broken toys was something her Physics, Mechanics, and Engineering School sophomores could do. It was a creative and challenging task perfectly suited for a class service project. 

“Some kids learned new skills through this project, and others were able to practice things they had already learned in class,” Carter said. 

During the evaluation process, students worked together to identify malfunctions and devise repair solutions. 

“It was pretty obvious what was wrong with some of the toys,” said student Kenzie Self. “But for some, we had to test out their circuits and other functions. We even had to remove some of the fur on one toy so a broken arm could be soldered back on.”

“Normally when we make something, it gets taken apart to be used for something else,” reflected student William Bieber. “Repairing these toys felt like recycling – giving them a new life.”

“The whole giving-back aspect was really cool because it puts a bigger sense of meaning into it,” said L&N STEM student Vivienne Ratner. “It’s nice to do something for someone else and have fun doing it.”

This kind of hands-on learning is exactly what The 865 Academies are designed to provide. Thanks to a little creative problem-solving, Dino and Aiden’s dinosaurs weren’t the only things roaring back to life. When all was said and done, the students successfully repaired 10 toys to return to Fort Sanders EDC.

Both schools plan to continue their partnership, and expand it to help more schools across the district.

Kaleigh Walker Career Empowerment, Student Success

Austin-East Senior Makes History with Full-Ride QuestBridge Scholarship

As the end of the year neared and anticipation grew to hear back about a life-changing scholarship, Austin-East senior Angeline Irankunda almost pulled her application so she didn’t feel disappointed if she wasn’t chosen. 

But one day in early December, the email hit her inbox that she had earned a full-ride to Emory University through the QuestBridge Match Scholarship. 

QuestBridge connects the brightest students from low-income backgrounds with elite colleges and universities across the nation. Only about 10% of applicants ultimately are matched with a school, and recipients are awarded with over $200,000 over a four-year period.

“This scholarship is set up to allow students to have access without barriers. It’s going to give her so much financial independence,” said Instructional Coach Lindsay Davis. “It’s so amazing to watch her realize how this is going to free her up to just be a student for the first time in her life.”

Austin-East counselor Katrina Thaxton introduced Irankunda to QuestBridge when she was a junior for the College Prep Scholars program. Through the program, students receive additional admissions resources and are five times more likely to earn the scholarship.

“I want her to speak to some of our high-achieving juniors and let them know about the opportunity that is there,” Thaxton said. “I’m hoping that we have multiple scholars, and they could move forward to be matched.”

At Emory, Irankunda is looking forward to studying psychology or elementary education. She feels drawn to working with children because of her own childhood experiences.

“I’ve always loved kids, and I feel like teaching would be my way of pouring into other kids,” she said. “In elementary and middle school, I got in a lot of trouble and nobody ever took time to figure out why I was acting like that. So I feel like if I were to become an educator, that would be my contribution – to be that good person for kids.”

As an immigrant from Tanzania, Irankunda has changed the outlook of her future by remaining focused on her goals since she first entered Austin-East High School.

“I think when she got to high school, she realized this was her last step before adulthood, and everything she does from the moment she stepped foot in this building was going to impact what comes next,” Davis said. “So she decided she wanted to be in the top of her class. She decided she wanted to take all the AP and honors classes. To watch her from day one recognize this is all leading to what she wants and not wanting to blow this chance has been so amazing.”

Four years of building maturity and working on her personal and educational goals have changed her life, and she’s not over yet.

“One of the things I wanted to do when I came to Austin-East was leave my legacy and show everyone that you can break the norms,” Irankunda said. “You can make history like I’m making history.”

Kaleigh Walker Student Success

MIA & Mia: Empowering the Visually Impaired and Excelling Academically

Mia Warren has a family friend who is legally blind and has to rely on sighted individuals in order to experience things as visual as a museum.

In order to help her friend Campbell Rutherford, the Karns High School senior developed the MIA Project – Museums Increasing Accessibility – to expand the possibilities for the visually impaired. Her vision was brought to life at the East Tennessee History Center (ETHC) in downtown Knoxville.

Warren developed a website where information on artifacts can be uploaded and linked through a QR code. Users scan the code to play the audio or translate the text to their language.

“The speed that Campbell listens to things is beyond anything we can understand,” Warren said. “It’s super, super fast, so we decided to do a text file so you can speed it up or slow it down to whatever pace you’d like to listen.”

It is now possible for more people than ever before to experience the ETHC with this increased accessibility, and Warren hopes to expand the program throughout Knoxville and beyond. 

Other local museums have reached out to the developer to bring the project to their locations, and she hopes to approach additional high-traffic places to deploy MIA. 

This amazing project earned Warren a Girl Scout Gold Award, the highest achievement given within the organization, and was celebrated during the kick-off event with a proclamation to make Jan. 4, 2024, “Mia Warren Appreciation Day.”

“The whole ribbon-cutting ceremony was just insane. I was trying to not cry the whole time,” she said. “Just being able to open this program and seeing people other than Campbell using it and seeing it be successful was really, really exciting.”

The student is high-achieving beyond this incredible accomplishment. 

She has been a dedicated Girl Scout and dancer for over a dozen years, and the AP scholar has participated in the band with a sprinkling of additional clubs and commitments over the years – all while maintaining a 4.0 GPA.

“My friends have really pushed me a lot,” Warren said. “I have been in the same group of friends ever since middle school because we are all in honors and AP classes together, and we really push each other to work harder.”

Planning to attend the University of Tennessee to study plant genetics, she hopes to discover new ways to grow vegetation and help the planet. She shared a piece of advice for any student who hopes to pursue as much as she has while succeeding and mastering all she does: “Go beyond simple.”

Kaleigh Walker Great Educators, Student Success, Student Supports

Building Connections as KCS’s First Executive Latina Principal

Just days into her new role as executive principal principal, Sofia Roth makes it a point to visit every classroom each morning.

It’s a daily routine she’s kept up no matter what school she was in. Now at Richard Yoakley, it’s helped her to quickly get to know everyone at the school during her mid-year transition from Fulton. 

“I’m a people person, and I like to make relationships wherever I go,” Roth said. “I want the students and teachers to see me everyday and have the opportunity to chat if they need to.”

The relationships she’s built throughout her 20+ year career in education have created a strong network that’s been helpful to her every step of the way. She still calls on the principals she’s had over time for advice and guidance. 

As the first Latina executive principal at KCS, Roth also hopes to be that role model for those teachers like her who want to explore what they think is out of reach.

“There’s a handful of Latino teachers in the county, and my door is always open for those who might want to visit and shadow me,” Roth said. “You don’t know what life as an administrator could look like until you see it for yourself.”

She also connects with a lot of the students at her schools because, like many of them, she is the product of an ELL education. 

“I hope some of them will see that there’s a world out there where they can do whatever they want to,” she said. “The other day I had a student ask if I thought she could do what I’m doing. I said, ‘Absolutely!’”

It’s her passion for building relationships that made her realize that she works really well with the at-risk populations in Knox County. 

“I quickly discovered that a lot of those children don’t have people they can rely on,” Roth said. For this reason, she’s trying to change the perception of her new school placement. She continued: “I think that people hear ‘Richard Yoakley,’ and they run the other way; they think it’s a bad school, and it’s not. We have really good kids that made a mistake.”