In the quiet moments of West Side Primary, something extraordinary is happening. It’s not in the loud cheers of a sports game or the applause after a school performance, but in the patience, persistence, and gentle understanding of five remarkable women. Tina Norman, paraprofessional, and EOC aides Courtney Harrison, Kaylie Abell, Jayln Ellison, and Kassidy Currin have become the heartbeat of EOC (Extraordinary Care) in the special education classroom, where every day they guide their students through challenges most of us can only imagine.

Together, they form a team of EOC aides, working oneon-one with students who have communication barriers, cognitive differences, and complex needs. Yet, what they do transcends the titles they hold. It’s not just about teaching functional skills like sitting quietly, following directions, or basic communication—it’s about showing up every day with the dedication and heart required to create breakthroughs for their students, no matter how small.

As Courtney Harrison explains with a sense of fulfillment, “At the end of the day, we did it. Tomorrow they’ll come back, and we’ll build on what they learned today.” It’s the small victories, sometimes barely visible to the untrained eye, that make all the difference to these students and their families.

What might seem impossible to outsiders is part of the fabric of their daily routine. The students in the EOC classroom are extraordinary in every sense of the word. Many are on the autism spectrum, some have communication disorders, and others have cognitive impairments that make their learning journey unique. But what stands out to these aides is the untapped potential behind each student’s eyes—a potential they’re committed to unlocking.

Kassidy Currin, who is relatively new to the role, recalls her initial doubts. “I saw the district was hiring, and I thought, ‘I don’t think I could do that.’ But people I knew encouraged me, saying I was overreacting. I applied, and when they hired me, I realized I loved it,” she shares. That love is what keeps her going through the trials and the triumphs.

For Kaylie Abell and Jayln Ellison, the work goes beyond just their job descriptions. Both were drawn to the role through personal experiences with family members who have special needs. “My sister has autism, and watching her struggles made me want to be there for other kids like her,” says Jayln. Kaylie echoes this sentiment, mentioning her cousin, whose progress over the years inspired her to step into the classroom. It’s deeply personal work for these women, and it shows.

Even Tina Norman, who is in her first year full-time, feels the weight and reward of this responsibility. “Mandy [Davidson, the classroom teacher] told me early on that if we can help make life a little simpler for the parents of these students, then we’re not just helping the student, we’re helping their whole family.” That insight has shifted Tina’s perspective—what they do in the classroom doesn’t stop when the bell rings; it carries on through the lives they touch beyond those walls.

What’s perhaps most striking about this group is that they come from different places and bring various levels of experience, but they are united by a singular focus: to create an environment where each student’s abilities are recognized and nurtured.

It’s not a job you take on for the accolades, and it certainly isn’t easy. Yet, in special education classrooms, the victories—whether in a simple “yes” from a student who rarely communicates, or the ability to sit still during a lesson—are celebrated with the same excitement as a graduation. These are the moments that prove to this team that they’re making a lasting impact.

“They’re just extraordinary students, and we have the privilege of working with them,” says Kassidy with a humble smile. And with every small victory, these women help their students write the story of their own extraordinary potential.