I have been a member of the FCCPS family for 2.5 years. I began my career as a paraprofessional in a special education classroom, working with students with learning and emotional disabilities. I started this role as a stepping stone to bridging me back to the workforce, as I had been a “domestic engineer” for the previous 10 years and was at home with my children during their formative years.
Not wanting to jump into a position or career that would take me off the schedule my children were on, I embarked on being a paraprofessional as a temporary measure until my children were accustomed to my return to the workforce. That gig did not last long! Within 4 months on the job, I enrolled to earn my master’s degree in special education and was a provisionally licensed teacher working with middle school students with disabilities.
This was one of the best decisions of my life! My students taught me so much about myself and life in general. I shared experiences with them, supported them through academic and social struggles, and encouraged their aspirations and mindsets, propelling them to greater heights so they could see themselves achieving and fulfilling their dreams. Becoming an educator has been such a rewarding experience that has changed my life for the better and made me a stronger person. I continued to progress in my career and entered administration, focusing on supporting the growth and advancing the achievement of students with disabilities. It continues to be a passion of mine and is at the heart of my “why.”
During my time as a “domestic engineer”, I learned about the International Baccalaureate Programme (IB) when my daughter attended an international school in Tokyo, Japan. I loved the philosophy of teaching and learning the program embeds and the approaches to supporting and expanding thinking. I recognized that while it was a curriculum, it encapsulated so much more as it raised awareness of the world and shed a different light on the direction of the students’ educational experiences.
When we returned to the United States, I sought out schools for my children that approached learning from a global perspective and included an IB education. I learned of the Director for Specialized Instruction in FCCPS long after my children had graduated high school. Knowing the division was unique in that it was one of eight full IB continuum schools in the country, I knew I had to be a part of this wonderful community to continue my work in supporting special education students’ access to and success in a rigorous curriculum.
I knew this would be the perfect balance for me professionally.
My parents were Sicilian immigrants in the 1950s. Both of my parents found passion in cooking. My father made the best pizza in the world. My mother loves to cook and does not use recipes. She truly cooks from the heart and adds all-natural ingredients to make the best pasta sauce. No matter where I have traveled in the world, including throughout Italy, I have yet to taste the incredible pasta and sauce my mother makes.
While eating is my favorite hobby, when I think about the figuratively speaking “secret sauce” that makes FCCPS such a special place, I think of Howie Cates, a 7th grader at Mary Ellen Henderson Middle School.
I met Howie’s mother within my first few months on the job, and I was captivated with a story she relayed about Howie and his concerns about accessing the main entrance of his school at the time, Oak Street Elementary School. While he could access the building, he had to separate from his peers at the main entrance and enter a different place. I was saddened to hear that this child felt separated from his peers in this way and how difficult it must have been to start school every day feeling this way. His advocacy and sharing his voice inspired the ramp that now allows individuals of varying abilities to access the Oak Street Elementary building from the main entrance.
Now, those in wheelchairs, those transporting small children in strollers, or those using dollies with loads of heavy boxes have universal access to the school’s main entrance. This pivotal moment caused me to want to learn more about this young man who had voiced a concern and found a way to get it addressed so that it benefits the entire community.
When I connected with Howie, he told me in no uncertain terms that he is a “typical 13-year old kid”. He lives with his family in Falls Church City and is the proud older brother of 2 younger siblings. He currently attends Mary Ellen Henderson Middle School.
Howie is a wheelchair user due to cerebral palsy. Like any typical teen, he does not relish the idea of homework, looks forward to the occasional snow day, and enjoys video gaming. He is an active participant in his school and the community. Each time I have seen him, he always has a smile on his face and politely engages with peers and adults alike. When seeing Howie, it is apparent that he has a physical disability and experiences physical limitations. What is not so apparent to the naked eye is the resilience and optimism that radiate from Howie. It does not take long, however, to realize that this formidable young man is anything but typical.
I had the pleasure of serendipitously speaking to Howie on the anniversary of the birth date of Rosa Parks, a civil rights activist. When Howie was 6 years old, he recalled getting on the school bus and being seated in the back due to the constraints of his wheelchair needing to be securely positioned with him in it so he could be safely transported to and from school. While he was aware the location of his chair was to ensure his safety, he felt isolated and segregated from his friends during the bus ride to and from school and home.
This same year, Howie learned about the story of Rosa Parks and made a real-world connection to himself. Howie shared his feelings and perspectives with his parents. Together, they embarked on a journey of collaboration with a variety of stakeholders in the community, including school and division leaders, transportation specialists, and related service providers, to consider a solution to this issue.
The result was installing a harness that supported Howie’s wheelchair, which offered him access to different locations on the school bus and his peers and ensured his ability to fully integrate and participate in the bus riding experience while securing his safety.
As Howie grew, he required a different wheelchair — one that was much heavier. One day, after his return to school following the COVID-19 pandemic, Howie attempted to get onto the Oak Street playground with his friends during recess when his wheelchair got stuck in the mulch, prohibiting his access to the playground.
Once again, Howie found himself in an isolated state, alone and deprived of the opportunity to play with his peers and be the typical boy he was. He felt that he was not allowed to access the playground due to the obstacle of his physical disability and his wheelchair. He thought to himself, “If I were an old man, would I not be able to use my cane to access the places I want to go because I need the cane to support my walking? I should be able to go where I want to go!”
Having made that connection and feeling the injustice in the situation he was confronted with, Howie began to do independent research on adapting playgrounds to make them accessible for people with varying disabilities. Howie’s research included information about accessibility from the Americans with Disabilities Act and statistics about access for people with physical disabilities. Adding his personal experiences with the playground at Oak Street, he created a presentation he shared with the FCCPS Superintendent and other key leadership members in Operations and Special Education.
Howie shared ideas, examples, and cost estimates for this group of division leaders to consider so that the playground at Oak Street could be adapted to be more accessible for future students. A few months later, Howie visited the playground as a consultant to architects and engineers on what could be done to provide equitable access to the playground and the equipment. What struck me was that Howie had already transitioned to middle school and would no longer access the playground.
Howie’s advocacy inspired and increased awareness through his eyes and voice about the inhibitions that some experience as a result of not being able to access a space or place as readily as those who do not have a physical disability. Although he would no longer be accessing the playground as part of his educational experience at Oak Street, Howie wanted to ensure that in the future, the playground would be a place for all students of varying abilities to enjoy alongside their peers. He wanted to be sure that future students who are wheelchair users or have physical limitations could experience the playground to its fullest. He did not want others to feel the pain and isolation he had. Howie’s advocacy was a success! The groundbreaking ceremony for the playground will take place as the weather gets warmer to honor the voice of this “typical” young man.
When one speaks with and listens to Howie, they learn he is, as he describes himself, a “typical” teenager. Yet, one cannot help but note Howie’s incredible spirit and resiliency. His heart is big. He is selfless and possesses wisdom beyond his young years. He is candid and tells it like it is. He seems fearless. It is impossible not to notice his bravery in acknowledging his limitations, yet he constantly thinks about finding solutions to turn limitations into limitless opportunities, albeit for himself or others. Howie aspires to someday design and develop software codes to ensure video games are accessible to persons with varying disabilities.
Through his advocacy, Howie has respectfully challenged the community to recognize and experience the world with him through his eyes. Howie firmly believes that everyone is entitled to experience success, fulfill their dreams, and be the best person they can be, regardless of their abilities. For Howie, accessibility is not about doing something “nice” or making something “convenient”. It is about doing the right thing. He humbly states that he does not believe he has impacted the community.
From my lens, through his pioneering advocacy, he has empowered future generations of students and adults to pursue their dreams with confidence and fully access their school community, benefit fully from their educational experiences, and ultimately find their place in the world. His advocacy, positive disposition, and resilience inspire so many, and his courage has led to tangible changes, making the FCCPS community a more inclusive place for people of all abilities.
Howie’s lifelong aspiration is to be a role model for others, particularly as he has found it difficult to find a role model who “looks” like him. Howie wants all people to feel empowered and to have someone in their lives who inspires them. He wants his legacy to be one in which he championed that individuals with varying abilities have equal opportunities to explore their worlds, can contribute to society positively using their strengths, and have equitable access to the places and spaces they desire.
The words of Rosa Parks, with whom Howie initially connected as a 6-year-old child, embody the vision that Howie has for himself- “I would like to be remembered as a person who wanted to be free…so other people would also be free.” Howie embodies the true spirit and characteristics of the IB Learner Profile. Howie’s inner passion and sense of justice, coupled with the love and support of his family, have enabled others to experience life fully. Howie’s heart, spirit, and selflessness are the secret sauce that makes FCCPS an extra delicious bowl of pasta.
About the author: A child of immigrants whose parents had never gone to school, Angelina learned early in life that education was a priority for her. She entered the field of education working with students with significant learning and emotional needs. Working with her students, she became inspired by the tenacity and resilience her students demonstrated in overcoming their personal obstacles and in facing challenges. She immediately recognized that becoming a special educator would offer the opportunity to collaborate with colleagues and parents to ensure students with disabilities had opportunities to be meaningfully included, had access to the highest levels of rigor, and had experiences to their agency. Angelina has served as a special education paraprofessional, teacher, and administrator for over 25 years. She is an active member of professional organizations that promote and advocate for students with disabilities. Angelina/Ms. Prestipino joined the FCCPS family 2.5 years ago as the Director of Specialized Instruction and Behavioral Supports. She is a firm believer in the IB philosophy of teaching and learning and is driven by her why of ensuring opportunities for all students to experience success and achieve their dreams. She champions all students and advocates for them to be global citizens and contributing members of society.