The Intervention Department at Revere School District has had three new hires in the 2024-2025 school year, each bringing unique strengths, experiences and a shared passion for teaching.
The Intervention Department staff has undergone changes during the 2024-2025 school year as they have hired three new staff members. All three of the new hires have each had their own experiences with students that have disabilities, and all three of the new hires have their own self-described strengths and weaknesses. Regardless, each of them has a shared goal that matches their passion for the job and highlights the environment.
The first addition to the faculty is Kate Breiding. She spoke about her role in the department and the unique role she inhabits within it.
This hands-on approach allows Breiding to build relationships with both students and staff, making her role in the school’s support system important to the students. By moving between classrooms, she gets to observe various teaching methods and adapt her support to the specific needs of each student. This flexibility in her role enables her to directly influence student success in multiple educational settings.
“My job is a little bit different from all the other intervention specialists, because I exclusively coach. What I do is I move from classroom to classroom with other teachers helping students who need that extra help,” Breiding said.
In addition to offering classroom support, Breiding’s involvement in crafting and tracking IEPs plays a pivotal role in ensuring students receive tailored interventions. Her focus on students’ progress and goal-setting is integral to their academic development.
“I help not only them in their class, but I also develop and monitor their Individualized Education Programs (IEPs) and their progress towards their goals,” Breiding said.
Breiding’s personal connection to education challenges has shaped her approach to her career. Having experienced dyslexia firsthand, she understands the value of patience, support and the power of individualized help.
“I always knew I wanted to work with kids, but I felt naturally sympathetic to kids with disabilities and kids who maybe need a leg up in their education. I myself have dyslexia and relied a lot on aids to help me in my education,” Breiding said.
Breiding’s commitment to positively influencing students extends beyond academic support. She recognizes that for many students, consistent guidance and emotional support are equally vital to their success. Her role is to ensure that these students not only gain academic skills but also feel empowered and confident in their abilities. This is the driving force behind her decision to pursue special education rather than general education—because she knows the profound impact she can have on students’ lives.
“I am also here to be a positive force in these kids’ lives. There’s nothing more encouraging than making sure these kids are getting access to an individual that can provide them with the best instruction and support. It is not easy to get both; a lot of kids do not have access to [both]. So ultimately, that is why I wanted to go into special education as opposed to general education,” Breiding said.
The start of a new position, especially in a school environment, can come with its challenges, but Breiding’s positive experiences at Revere have made her transition smoother. She credits the welcoming atmosphere and supportive colleagues for easing her way into the role.
“Just like going into any new work environment or workplace, the transition can be incredibly bumpy, but the people at Revere are super kind and have treated me with respect all year. On top of that, the kids are absolutely wonderful to work with; I do not think I could have asked for a better first year of actual work,” Breiding said.
This flexibility allows Breiding to work across various subjects and grade levels, giving her a wide range of experiences with different student groups. Her ability to adapt to the needs of any classroom makes her an invaluable resource for the teachers and students at Revere. Whether working with freshmen or juniors, Breiding’s role is centered on ensuring that all students receive the individualized support they require to succeed academically.
“”I work mostly with freshmen and juniors, but there is no specific subject;, I just go wherever I am needed. I never see seniors all that much except for the ones who might be in classes with juniors,” Breiding said.
Breiding’s struggle with balancing her desire to help and understanding her professional boundaries is a common challenge in the education field. The emotional investment in her students makes it hard to know when to take a step back, but it is a critical part of maintaining a sustainable and effective role.
“My biggest challenge this year has been managing my own expectations. This applies to doing anything new, but especially working with students, it is hard to know when to stop sometimes. Obviously, you are there to be with the student and provide them with care, but sometimes knowing your limits and what you should versus should not do can be extremely difficult to figure out,” Breiding said.
Despite the challenges, Breiding is proud of her growth and accomplishments this year. The most rewarding part of her role is seeing students, particularly freshmen, adapt and thrive as they progress through their education.
“My biggest accomplishment is making it through the year so far without any real mishaps. Seeing these kids, especially the freshmen, mature and adjust to a new point in their lives is always so rewarding to see, especially when you know you have helped make a difference,” Breiding said.
While Breiding focuses on broader classroom support, Hair’s role is more individualized, providing one-on-one lessons tailored specifically to each student’s unique needs. Ana Hair is the second of the three new hires, and acts as a more direct special education teacher than Breiding.
“I [do] one-on-one [lessons] for individual students who are a part of the special education program, and I do individual lessons with these kids as classes that are like regular periods,” she said.
This direct approach allows Hair to build strong relationships with students, helping them feel more comfortable and supported as they work through their academic challenges. Hair’s focus on providing personalized instruction makes a significant impact on the students she works with.
“Although our jobs are similar, I am not an intervention specialist; I am classified as a paraprofessional, which I’ve been doing for several years, but this is my first year doing it at Revere,” Hair said.
Though Hair’s title differs from Breiding’s, their work is intertwined, both aimed at supporting students with special needs. As a paraprofessional, Hair plays a critical role in assisting students with personalized instruction, providing the tools and resources necessary for their success. Her experience in the field has shaped her approach, and she has learned how to adapt quickly to the specific needs of each student.
“I started out working as direct support aid for a year and then the bulk of my experience came from working at a disability camp for three years, and then just last year I came into Revere alongside Ms. Breiding, and Ms. Swarm” Hair said.
Hair’s diverse background in working with students with disabilities, from direct support to camp settings, has equipped her with a well-rounded skill set. Her time spent at a disability camp in particular gave her hands-on experience in a different educational environment. The skills of which she brought with her to Revere. This variety in her background helps her adapt to different student needs with a broad perspective, enriching the work she does at Revere.
“The biggest challenge for me each year is seeing these kids move on. Whether or not they go to another school or graduate or whatever they do, it is always hard to see. Otherwise, I would not say there’s a specific day-to-day challenge for me to deal with. I really enjoy working with the other staff members and the other kids, I have never once had an issue with the others,” Hair said.
Hair’s emotional connection to her students is apparent, particularly when it comes time for them to transition to the next phase of their lives. While she cherishes the moments spent with the kids, it’s always difficult to say goodbye.
The last of the new hires is Deanna Swarm. She is another special education teacher much like Hair. She speaks on her previous experience and jobs as an educator.
“While this is my first year at Revere, this is far from my first year at doing what I do. I was originally at North Royalton for eleven years. I like Revere more because the district is a lot smaller and I have been able to find my place among the other staff members,” Swarm said.
Swarm’s experience in the field adds depth to her role at Revere. Having spent more than a decade at North Royalton, she has a strong foundation in special education, but her transition to Revere has been a rewarding experience. The smaller district has allowed her to develop a stronger sense of community with her colleagues, which has made it easier to navigate her new role and establish connections with the students.
“My challenges are really all a mental game, mostly being able to figure out my place and my standing in the school, trying to stay in my own lane. What the goal is by the end of each day is to make sure that the students make it through the day and as safe and as happy as they can be. And what I try to do is my best at being sure I contribute to that while not trying to step out of place or anything like that,” Swarm said.
The intervention staff continues their strides in progress well into the fourth quarter, and never let anything get in the way of their goals.
