After nearly two decades in special education classrooms across the country, Karen Francis is retiring from her role as a Special School District (SSD) teacher. 

“I was into programming, and then I decided that I was tired of sitting in front of a computer all day. I needed interactions with people, and I’ve always liked kids,” Francis said.

Francis began her career in technology and customer service before discovering a passion for working with students who needed extra support. That shift eventually led her to special education, where she found a deeper sense of purpose.

“I just really enjoyed special education. My heart was in it,” Francis said.

She has spent the last five years at Clayton. Before that, Francis worked in middle and elementary schools in the Melville school district and schools in Portland, Ore.

“This has been my first time at the high school level, which I actually love,” Francis said.

Throughout her career, Francis has observed a cultural shift in how general education teachers perceive special education.

“General education students are now recognizing that these are all of our students, it’s not just Special School Districts’ students,” Francis said. 

Her daily schedule as an SSD teacher includes co-teaching math classes, leading study skills and supporting students with Individualized Education Plans (IEPs). The nature of the work is complex and multifaceted.

“You just kind of get used to it. I feel like that’s why there can be a high turnover or there can be a high burnout rate within the first five years of teaching, because it gets to be a lot,” Francis said. 

Despite the challenges, Francis said SSD offers something that sets it apart: a strong support network of professionals.

“If a child needs a Behavior Specialist, Autism Spectrum Specialist or Physical Therapy, all of these different providers come in and give them the support and the services,” Francis said.

Francis’s math co-teacher, Curtis James, echoed that sense of commitment and care. 

“Mrs. Francis is a terrific champion for her students with special needs,” James said. 

What she is most proud of is seeing students grow, academically and personally.

“Every single one of my nine seniors went to college and got accepted into a college. That was very rewarding,” Francis said. 

She recalls one student who struggled with confidence due to a reading disability but eventually began to believe in herself.

“Now she’s doing really well because she’s starting to see that she can do it,” Francis said. “Teaching students to be independent and giving them confidence is important.”

James has witnessed that kind of transformation first-hand. 

“Karen is always willing to help a student who needs it, but she maintains high academic expectations. She communicates well with parents and always keeps them in the loop,” James said.

One of Francis’s toughest jobs was in Oregon, where she stepped into a middle school classroom mid-year after the teacher abruptly quit.

“I felt bad because they didn’t have a teacher. The students in that school were very challenging because of the trauma they had, which formed into behaviors,” Francis said. “I probably learned more in that district than any district I’ve been in.”

Still, Francis met the challenge with commitment and consistency, two traits she considers the foundation of her success.

She also worked on initiatives like “Friends Club” in Melville, a program that paired students with and without disabilities, which she said helped foster mutual understanding and connection.

“I think it’s good for both students because they get to socialize with each other,” Francis said. “In Clayton, all students are incorporated into classes, but building those friendships, I think, is important because we have to understand that they are students as well.”

James credits Francis with shaping the culture of inclusivity at Clayton. 

“Mrs. Francis is heavily involved with the Special Olympics program. She helps organize the t-shirt sales to raise money, and she chaperones students at the event,” James said.

As she moves into retirement, Francis plans to travel, take up new hobbies, and spend more time gardening—a passion she has developed over the past three years.

“First thing is the Hawaii trip. I am going to Hawaii in September,” Francis said.

What she will miss most is the sense of community she found at Clayton, which is something she did not always feel in past roles.

“We feel like a group. At the other schools, I felt isolated, whereas this team works together as a department,” Francis said. 

For James, her departure is personal.

“I will miss my friend most of all, but I will miss having a colleague that I can count on in my classroom,” James said. “Sometimes, I may present a topic in a way that makes sense to most of the class, but one or two students need a little more individualized help. I know Karen will be there to provide a slightly different interpretation or explanation, and that can make all the difference.”

Looking back, Francis hopes her legacy will be simple yet lasting.

“I want my students to know I care about them,” Francis said. 

To the next generation of SSD educators, she offers advice she lived by herself.

“Remember to take time for yourself,” Francis said. “You have to take care of your mental health, physical and nutritional health.”

Above all, Francis hopes her students walk away from her classroom believing in their ability to succeed.

“You can do anything you want to do,” Francis said.