Jennifer Karl-Thompson and Angela Gardner
December 2 is Special Education Day and we wish to highlight the leadership and contributions of the Anthony Wayne Local Schools Special Education Directors, Jennifer Karl-Thompson and Angela Gardner. Serving students from preschool through age 22, they provide guidance and oversight for a program that serves 800 students and coordinates the efforts of over 125 staff members. Their work ensures equitable access to education for every learner.
Backgrounds Rooted in Advocacy and Educational Experience
Jennifer Karl-Thompson, who oversees Pre-K through grade 6, started her career with an undergraduate degree in sociology and a stint in law school. However, her desire to work directly with children led her to a master’s degree and licensure in special education. With 13 years at AWLS and a teaching background spanning kindergarten to college-level courses, she believes that teaching is fundamentally the same at any level: it’s about connection and growth.
Angela Gardner, responsible for grades 7–12, began her education career as a middle school intervention specialist and later earned a reading endorsement and administrative credentials. Now in her tenth year at AWLS, she brings extensive experience as both an educator and coordinator, contributing to a culture of collaboration and trust within the department.
A Behind-the-Scenes Commitment to Students
The work of special education directors primarily takes place in the background, but is fundamental to ensuring that every student’s needs are met while navigating the complex laws, regulations, and training requirements associated with special education.
No two days look alike, but they are frequently filled with activities that ensure the department runs smoothly and efficiently, including ensuring staffing needs are met, employees receive training, participating in planning and touch base meetings and reviewing compliance requirements. They also manage relationships with external organizations including other school districts and governmental service agencies.
“We serve as the liaisons between the student and parents, teachers and service providers to evaluate what services and supports a student needs to access the curriculum,” Angela said. “It is our responsibility to pull together the right team to help the student learn and thrive at school.”
The work rarely stops at the end of the school day. Their passion for serving children means they
frequently find themselves thinking about ways they can overcome obstacles for students.
“When we come up against an educational or behavioral challenge with a student, I’m constantly brainstorming and researching ways that we can support them better,” Jen said. “I find myself frequently thinking about them when I’m at home. It’s a job that gets into your heart and soul.”
Seeking Staff to Build a Community
Angela and Jen say that with the number of students receiving special education services at AWLS, their staff is proportionally smaller than other districts of this size. In addition, the nationwide shortage of qualified special education staff makes hiring employees a challenge.
The duo say that despite the smaller staff, they are doing a lot with what they have. This is in part to the individuals in their department who are deeply committed to the success of their students. They also strive to foster a positive, inclusive work environment that prioritizes relationships.
“We try to be really strategic in placing our staff members to teams and roles where they can excel,” Jen said. “We really care about our team’s wellbeing and make ourselves available to them to answer questions, problem-solve and collaborate as much as possible.”
Flexibility is important to the success of the department, and the directors take pride in their team’s commitment and resourcefulness, crediting these attributes for AWLS’s ability to offer exceptional services with limited resources.
Angela agreed that creating strong partnerships and being mindful of their staff’s needs increases consistency for students.
“We have people that stay at AWLS because of the relationships that are established,” she said.
“At times, we have gotten creative with adapting roles and staying flexible so that we can also meet their needs. We try to find ways for people to work with us in a way that works for them.”
Both agreed that building a culture of collaboration starts with a strong working relationship with each other.
“We have very similar educational philosophies and both are committed to being advocates for students,” Angela said. “I could not do my job without her. We’re a team, in sickness and in health…until death do us part.”
Empowering Families and Building Trust
A hallmark of AWLS’s program is its strong collaboration with families - a relationship that for many, starts in preschool and continues through early adulthood. Jennifer and Angela ensure parents are involved at every step, fostering trust through consistent communication and a problem-solving mindset.
They emphasize self-advocacy for both parents and students, with a focus on integrating academic and personal skills goals with preparing for increasing independence. These goals and future plans become a part of the students' Individualized Education Programs (IEPs) starting as early as preschool.
“Each year we talk with parents about their goals for their child,” Angela said. “Then we work together as a team on the school side to help their child make progress. We partner with the parents to ensure that their child is as ready as possible for transitioning into each next phase of their learning.”
She said that the conversations with parents can lead to creative new ideas and improve services not just for their child, but for the way the District services all students.
The pair are committed to helping families navigate the special education process and believe that when they are valued and heard, it creates a positive culture of partnership and inclusion. They believe that by maintaining open communication and close collaboration, everyone on the team can work together for the success of the student.
Innovation in Practice and Technology
Beyond strong relationships, AWLS also distinguishes itself by staying ahead of legislative changes, providing proactive training for staff, and continuously refining intervention systems across all grade levels.
“We monitor legislation and start to prepare and train staff before it goes into effect,” Jennifer said. “We try to stay ahead of the curve in the requirements that are coming.”
They are also continuously looking for ways to improve upon the systems that are already in place. Working with their intervention coaches, they review academic needs and look for ways to build upon what was already established and to align intervention systems between each school.
Angela and Jennifer point to the district’s assistive technology, sensory rooms and inclusive playgrounds as examples of their forward-thinking approach.
“Our speech team has done a fantastic job of identifying and securing communication devices for families with students who need them,” Jennifer said. “The assistive technology has improved accessibility, enabling students to overcome barriers to learning and communicate with teachers and peers.”
Angela said that resources like the communication board on the playground at Waterville Primary School and opportunities that allow students with disabilities to participate in athletics and other extracurricular activities open the door for creating a culture of acceptance.
“AW teachers are constantly adapting the way they teach to accommodate students with learning differences,” she said. “Our community has become so inclusive and our students are responsive and supportive to their peers.”
The Future of Special Education
Looking ahead, Jennifer envisions even greater inclusion of students with disabilities, stepping from increasing research and knowledge in the educational setting, along with a deeper societal understanding of developmental differences. Angela anticipates continued focus on supporting mental health, and an increased conversation around how technology use impacts childhood development and learning.
As new technologies emerge and perspectives shift, both are committed to staying ahead of the curve to provide the best possible education for students.
“Teaching and learning is an ongoing process. We love our students and set high standards for them,” Angela said. “We are fortunate at AW to have a team committed to providing the necessary services for students, while having a personal relationship with their families.”
The team prides itself on creating a student-first continuum that empowers families.
“We will meet families who say they moved here for the special education services, and we work hard to meet their expectations,” Jennifer said. “It’s difficult work, but these students need and deserve our support.”
As Jennifer and Angela continue to lead with heart and advocacy, their dedication to fostering inclusion, collaboration, and innovation shapes the future of special education at AWLS. Together with their team of specialized educators, they ensure that every child has the opportunity to thrive, both in the classroom and beyond.