All of Us (2026) Movie Script
1
- What's up, Jacob?
- What good, boss?
Do I look good?
- You look good.
- Okay, good, good.
You wanna join?
- Are you sure, guys.
- Sure.
- Can you stay with me?
- Yeah, sure. Go.
You're gonna be
on a documentary.
Wait, really,
like an actual one?
Yeah, man.
Oh, I know, I'm...
- What do you want me to say?
- Okay, a what...
What you wanna be
when you grow up?
An Electrician.
I wanna be an electrician.
You not
on a game show, bro.
What?
You're not
on a game show, bro.
I know I'm not, but here is...
I'm on TV!
My first time!
This is a documentary.
You're not on live news.
Yeah, yeah, yeah...
Okay, so what do you
wanna be when you grow up?
- I wanna be an electrician.
- Okay...
Easton, what do you wanna
be when you grow up?
I'm probably gonna be
an author...
...maybe possibly
an illustrator for some books.
Also, me and Hensley have
already started making...
...some partnership works with
books. We are even working...
...on one right now.
A designer
for dresses and a painter.
I want to be a soccer player...
...but I feel like it's a super
low chance that happens.
So in my case, I don't...
...I might wanna be
a firefighter.
I wanted to be a baker.
Because I want to bake cakes.
I like cakes.
I probably wanna try
and work really hard...
...to be in the WNBA
Or go to the Olympics
as a softball player.
Okay.
Okay, so look at the camera.
It's okay, I'm right here.
- You're all good.
- Are you sure?
Mm-hmm.
- Fine.
- You are fine.
Good morning.
Ms. Broomer's class,
everybody in line.
We're gonna all walk in,
kindergarten.
I missed you,
I'm so glad you're here.
Go to class.
What do you think?
Let's go find the cow.
Play with cow.
- Ms. Julie.
- She's in the classroom.
Recess, recess.
You wanna go to recess?
Well, we have to go to
cubby and class first...
...and then we can go
to recess, okay?
Can you help me carry it?
- Can you help me?
- Say hi.
Do you wanna hold this?
And then we'll go to class?
Say, "Bye Ms. Crane."
Bye-bye.
Do you wanna hold this?
I'll let you hold this, but
then we're gonna go to class...
...and show Ms. Broomer.
Thank you.
Aishvi, yes, muscles.
Don't squish your own self in.
Muscle Man.
Muscle Lady.
Good, thank you.
Good, chairs in.
Good, everybody should be
sitting down, with your iPad.
What is the question today?
Did you see what the
question is for today?
So the question
is 'why is there a...
'Why is there a
camera in our room?'
So you're thinking can be
on the communication device.
It also can be
saying it out loud.
Why is there a
camera in our room?
I think because
it's a safe school...
...and it's a very...
...it's a class that learns a
lot about math and reading.
The camera is here
because they want to see us...
...and they want to see
our school.
They wanna see us
and they wanna see our school?
Why do you think wanna see us?
Because our school is the best.
To film how smart we are.
How smart we are?
Yeah. And is it just
Ms. Broomer who is smart?
No!
Do I know all the things?
- No. Yeah...
- All the things?
No, no.
No, I don't know all the things.
And guess what?
No one in this room
knows all the things.
Like us?
We're all good
at different things.
And do we all learn
from each other?
- Yes.
- Yeah!
What else are we good at?
I wonder what we know
about feelings at this school.
What do we do...
...raise your hand
if you've ever had...
...some big feelings before.
When you have big feelings,
do you want people to stop...
...and stare at you?
No... Yes...
You want me to stare at you
when you have big feelings?
We've seen friends
in our classroom...
...and we've seen friends
outside in our hallway
...who have big feelings...
...and our job is to make
sure we give them what?
- Space.
- Space.
Lincoln, when
you've had big feelings...
...and friends have tried
to come up to you...
...and say, "Can I help,
can I help, can I help?"
How does that make you feel?
I am even angrier.
Even angrier!
Yes, right?
Have we learned that?
So they're gonna do
round one of intervention...
...get their stuff ready...
...go to specialist to come
back and do round two.
So it kind of depends
on the different levels.
Okay, she's getting upset
with people being in there.
Hey.
Just look through the window...
...'cause it's just getting
to her a little bit.
I don't believe that
you change systems...
...if you don't do hard,
uncomfortable things.
And you cannot change a system
if you don't disrupt it.
So we are system disruptors,
and we know that.
Transformation never starts
with "let's all get together...
...until we all agree on it,
and then move together.
I can guarantee
that the students...
...who are furthest from
educational justice...
...and sitting in segregated
settings within our schools...
...and our systems, do not
feel like we can wait.
It is us, often, that are
more comfortable...
...or more capable of waiting...
...because it doesn't
directly impact our being.
If I am not well,
if my child is not well...
...I am much less likely to
be okay with opting out...
...of inclusionary practice.
Of opting out
of an inclusive school.
- Numbers.
- Is that's 11, Sayesha?
Let's count.
Can we count these together?
Look, he's asking, is this 11?
Can you count? Let's see.
One, two, three, four...
...five, six,
seven, eight, nine, ten.
We're doing our teen numbers.
Okay, I know.
- You know?
- You do?
You know,
these are called 10 sticks.
I found one.
Okay, I'm gonna
do attendance really quickly.
Okay, let's
find something that matches.
Look at this, I'm gonna
challenge you, Hamsa.
These are called
10 sticks, okay?
So that's a 10, 11...
Sayesha... Sayesha?
I know.
She's trying to find 11.
She's trying to find 11?
Okay, are you trying to
help her find 11?
- Yes.
- Okay.
11, Sayesha?
I want
you to read it to me.
How do you spell ceiling?
How do you think
you spell ceiling?
On the weekend?
Okay, I want more details
on that.
Ceiling.
Ceiling.
What sounds do you hear?
Ceiling.
- C...
- Write it.
- C...
- Ceilllll...
Ceilllll.
S-L?
Write it.
- I can't.
- Okay, Aaru...
Okay, what do you want?
- 11. Can you say 11?
- 11.
So that's your first job,
to build the number 11.
You should only...
You'd be using
one 10 block, okay?
Only one.
There's enough for
everyone to have one, okay?
Okay, go bring it to your spot.
Good job, bring it to your spot.
Ms. Nguyen, can
we like make the numerals?
One of the things
that bothers me most is...
...the immense power
that the decision...
...to pull children away
from each other...
...has on their ability
to come back together.
So the moment that some
of our students...
...are put into a
self-contained classroom...
...essentially, they have to
earn their way to community...
...from that point forward.
Every other child never
has to earn their way.
They never have to
prove their skills.
They never have to
have five good days...
...in order to get a chance
to be around classmates.
They are not as closely
monitored for behaviors...
...or emotional regulation.
They're never really othered
in those circumstances.
So the idea
that I would decide...
...that the student that I'm
looking at in a meeting...
...or, most of the time...
...the student that I'm reading
about from a document...
...is not ready
to try kindergarten...
...is just mind blowing when you
step back and think about it.
I think we've been doing that
for so long in our system...
...that we don't even
realize what we're doing.
Even if we're doing placement
decisions with good intention...
...what we're doing in that
moment is deciding a pathway.
We're saying that it would
be better for a child...
...to be away from everyone
else in order to learn.
When I look in this
classroom, I see a decision...
...that we as a team made...
...to move into community
rather than away from community.
Walking feet.
And we use all
of the stalls, girls.
There's nothing to scared
of with the big stall.
- Okay.
- Okay, go in into your side.
Let's wait for our class.
- Okay.
- Yeah.
You wanna say something else?
- Wait. Wait.
- Yes, you're right.
We're waiting. Good job.
- Good.
- Good job.
I see out the window.
Do you wanna find window?
Window, window.
Do you know
where it is, Matthew?
Aye, aye, captain!
Aye, aye, captain.
- Aye, aye, captain!
- Aye, aye.
We're going
to quietly stand up.
I want you to say
hi to Ms. Kim on the way in.
Go ahead.
Hi.
- Hi.
- Hi, hi, hi, hi.
Can I play "Happy Birthday?"
- It was your Happy Birthday?
- Yeah.
One two three four five
Once I caught a fish alive
Six seven eight nine 10
Then I let it go again
One two three four five
Once I caught a fish alive
Six seven eight nine 10
Often, people are...
...put into
self-contained classrooms...
...for the sole reason,
not the sole reason...
...but a very specific reason
is that they are non-speaking.
And we automatically assume
that they don't know as much.
Or that they're not going
to be able to access...
...the general
education curriculum.
That they're not ready for it.
They need to be ready to be
able to be given the chance...
...to go to general education.
And I feel like one of
the most amazing things...
...that I've learned here
is when you give children...
...the ability to communicate...
...you honor what it is that
they're communicating...
...that we've really tapped into
some pretty amazing, smart...
...very competent
and capable little humans...
...that otherwise would be
put in a classroom that...
...you know, we just assume
that they can't do anything.
"I believe in inclusion,
but I don't have the training."
"I believe in inclusion,
but I don't have the space."
"I believe in inclusion,
but this kid hits."
So there's always a 'but'.
"I believe in inclusion, and
this kid hits. What can I do?"
Like let's not put the
problem on the students...
...and more put the problem
on us, on the system.
Because it's not
a problem with them.
It's a problem with how
public education is set up.
In the tree.
Let's turn the page.
Ishaan are you ready?
From page three, good job.
Thank you, Sylas.
Olive, who's
looking or a new home?
Who?
The bird, good job.
Sylas, who's looking
for a new home?
Where is the nest?
Where do they live?
Nest.
They live in a nest.
Ishaan are you working
to go play?
- No.
- No?
Yes.
Okay, who's looking
for a new home?
Look at the picture.
Ishaan can you
help me read this page?
Ishaan, help me read.
What does this word say?
Good job. Yeah, that's it.
Here, can you
help me read Ishaan?
Ishaan look!
Ishaan let's read.
What word is this?
- The.
- The.
Look right here.
Eyes on paper.
"The brown bear...
...is in the camp."
All right, Sylas...
...Ishaan,
you have two more minutes.
And then we're gonna go
get ready for lunch, okay?
Bye Olive.
Are you okay, Ishaan?
Yes.
I need to get
a new trampoline.
That one's old.
We have
how many in our class?
- Three...
- Kids with...
Autism, or...
With disabilities...
- ...in our class alone.
- Yeah.
- In many classes...
- Wait, there's four of me.
Because of me, I have
special needs and Sylas...
...and Tayson and Evie.
So there's four.
- Like I have kind of...
- You get overwhelmed.
...of a little bit like
ADHD in me.
I can't control myself.
Like in kindergarten...
...Maddie, were you
in Ms. Broomer's class?
- No.
- Oh.
I was in Ms. Morrison.
I was in Ms. Nguyen.
'Cause... Wait, do you know
how I was in kindergarten?
- Oh yeah.
- Yeah, I was like all crazy.
I kept getting in trouble.
Every day
I would keep running away.
and uhm...
...I bited that time,
and I kicked and I punched.
But now I don't do
that stuff anymore.
'Cause second graders
don't do that.
So I'm getting used to it now.
Casey...
Last year, I think I saw
you a few times...
...sitting on top
of the cubbies.
- I saw you a few times.
- Yeah.
I used to always sit on
top of the cubbies...
...but now I don't
do that anymore.
I'm old enough to not do that.
So, yeah.
When I was five,
I used to draw on the walls.
What the...?
'Cause I wasn't
in kindergarten yet.
I went to kindergarten
when I was six...
...and I did preschool
when I was four.
When I was five,
and four and three...
...I used to put rocks in my
mouth and then take them out...
...'cause I like
how wet they are.
I don't know why...
- ...I didn't use the sink.
- Like salty?
Yes, but I guess
it's like achy to me.
I don't know why
I was eating rocks.
Come on. You got it. You got it.
You're done with math.
No, all done with music.
Okay, when we get back...
...we're going to be sitting
on the carpet.
Hi. Where are you going, Olive?
I'm confused.
- Math! Math!
- Yep, we go recess.
There you go.
- Math. Math!
- We're all done with math.
You worked hard during math.
Recess. Recess.
Then snacks.
Recess, snacks.
I - want
you - to - tell...
...her - to - give.
When things are
inconvenient...
...that shouldn't be
inconvenient...
...as far as, you know...
...our daughter, although
she may be pre-verbal...
...she can communicate.
She has an AAC device here.
And we started using one
even back in California.
And if you just ask
her questions...
...she can answer you
on her device.
But it was inconvenient
for people to ask...
...ask her questions
on her device.
To them
that was inconvenient, right?
Because nobody was really
prepared to be, you know...
...using a device like that
for students like Olive.
Anything that would
be, what you would deem...
...as like a regular...
...'this is what happens
in school', they weren't...
...Olive and her peers
like her...
...were not involved
in that process.
So, when your kid is...
...kind of behind a wall...
...that doesn't have
a lot of windows...
...or the windows are too high
for them to see out...
...that's tough.
So we said... me and my wife
just said, we're moving here.
You know,
we just went like that.
We said we have to do it and
we have to give this a shot.
And we... iI's kind of like,
you know, the universe speaks...
...the universe guides.
And I think this was that
scenario where things lined up.
And it was like 'this is
the way you guys need to go'.
And we went with it.
Packing up...
...leaving behind
friends and family.
You know,
you do it for your kid.
And it's without a question.
And then we're so happy
that we did.
Bye.
Ruby Bridges
is an amazing school...
...and everyone
should come here because...
It's the best school ever.
Yeah!
And everyone loves Ruby
Bridges because we are so fun...
...and everyone's so nice
and everyone belongs here...
...and are learners here, and
are leaders here, right?
Yeah!
And everyone
supports everyone.
Goodbye!
How many math have you done?
I'm on my first lesson.
- With math or reading?
- Math.
Okay.
My youngest, she's in third
grade here, at Ruby Bridges.
So that's all she's ever
experienced, is inclusion.
Whereas my oldest experienced
two different schools...
...two different versions
of segregation...
...and then got to come here.
And now she went to a segregated
middle school, as well.
So she went from three years
of experience inclusion...
...and having friends who...
...have all kinds of needs to...
...when she went
to middle school...
...even the lunchrooms
were segregated.
She couldn't have her friends
sit at a table with her.
She couldn't go and sit at
a table with another friend.
Friends who like have had
play dates at our house...
...and gone to birthday parties
for years...
...all of a sudden
are not allowed...
...to sit at the same table...
...with her friends
from this school.
So, it was heartbreaking for me.
But it was even more sad...
Uhm...
...how quickly
that became normal.
You're used to me crying now.
How quickly that became
normal for her.
I said
"Well why don't you ask her?
Why don't you..."
Well she didn't wanna
like ruffle any feather.
She didn't want to make
a big issue out of it.
She didn't wanna stand
out in middle school.
And I said "Well you
guys could do a sit-in.
You guys could like verbalize
like how important this is...
...that all of our friends
are together."
And she's like "Shouldn't
the teachers be doing that?
"Why do I have to be the one?
I'm only 11, or I'm only 12."
"Why am I the one who has to
change all of the things?"
Do you guys
have new table names?
Yeah.
They're over there
if you need them.
- Oh my goodness.
- We got retrievers, eagle.
Nick, would you like to
help me call the table groups?
- Pick one.
- Uhm... retrievers.
We are going to play games
today, with our devices.
- Woo-hoo.
- Who can tell me why we do this?
Why we do 'communication
and games and devices' is...
...because some kids don't
understand like how to talk...
...and some kids
talk differently.
Nice job. All right, Ada.
Like if we get a so full,
and we can't really talk...
...but we can still communicate
our voices in the AAC devices.
Okay, our talking
voices should be off.
C-L-O-R. Which color?
Having to type it all,
or find it...
...and find every single thing
I wanna say...
...it would be
really tough for me.
and it would probably just
change a lot of what I've done.
Maybe you have the urge to
speak...
...because you really wanna
make a friend fast.
But I have to type, maybe
someone will go away...
...and that'll make me
even more frustrated.
- And sad.
- And sad.
I would probably type it down...
...then find someone,
and then use it.
So, it'd say to them
in an instant...
...but still then it would
be pretty hard...
...to still be friends
with them.
Yeah.
I really like to talk...
...so if I was non verbal,
it would take so long...
...to tell my mom what
happened in the last book...
...that I just finished.
His art showed the past...
...and gave hope for the future.
It was important to him
to show the beauty...
...of the Mexican people
and their culture.
Look, three bullets.
So when I was note taking,
did I take...
...more than three bullets?
Yeah, for a lot of
you added more bullets.
But I didn't use all of
them in my draft...
...because maybe I didn't think
they were worthy...
...of being in my draft.
Yesterday, we talked about...
...we could find challenges
in her life.
Remember where it said
'dark years'?
Does that mean she was going
through some hard times maybe?
- So what page?
- 10.
Okay, can you turn
to page 10? Yes?
I forgot what we do in this.
Well this one,
here's step one.
So you're gonna think about
a question or an interesting...
...or surprising fact about her.
At Leila's past school...
...in the morning
I used to actually cry.
At her past school, I would cry
when I would drop her off...
...because I was so scared,
like what...
...what might she go through
that day?
Leila's teachers had a lot
of well-intentioned ideas...
...but I think it felt
more like babysitting.
Kind of just not actually
dealing with the situations.
It felt more like 'we're just
gonna put all these kids...
...in a room
and get through the day'.
They think there's no way
that they could grow up...
...to have a real job...
...or do anything of substance
with their life.
And Leila's behavioral was
off the charts aggressive.
It was...
She would self-harm, she'd hit
herself, she'd hit others...
...and she would scream and kick
and cry all day.
And I thought...
...picturing that in my head
in an integrated classroom...
...I thought you know,
she's gonna get bullied...
...or people are
not gonna understand her...
...or be able to help her.
And it's been
exactly the opposite.
These kids have almost
rallied around her...
...and they've supported her
in ways...
...that I never
could have imagined.
It says an angle
is formed by two rays.
With the same end point.
Here's that word we saw in
the Kahoot, called the vertex.
So that point
between the two rays...
...is called the vertex.
I think there's
a lot of people...
...with really good intentions.
I think it's that
we have been in settings...
...and we've seen that we've...
...been told
to do it a certain way...
...or told that this is the
best way to get to the ends...
...that will help a child...
...to be ready
to be a part of community...
...or to do well.
But the ceiling
that was put in place...
...in those settings...
...the ceiling I was taught
when I was...
...in undergraduate
experiences...
...like the ceiling was so low.
And I just didn't, I mean
I always was shooting...
...for the ceiling, but the
ceiling was really low.
I think we've always known
in education...
...that what you believe
children are capable of...
...is exactly
how far they will go.
My experience too was
segregated classrooms.
Those low ceilings,
the repetitive work.
We'll have you match letters,
we'll have you match colors.
And when you think about,
you know...
...sixth and seventh graders
in a classroom...
...doing file folder activities
over and over and over again...
...it's...
...it's not productive
and it's not landing.
I mean, there's no purpose.
Wyatt was like this.
But then he put his head on.
- Hey, there.
- Hi!
We're gonna be
on the TV soon.
Let's do some TikTok dances.
- 'S' is for sky.
- Oh, 'S' is for sky.
- Ah...
- that makes sense.
- Let's turn the things on.
- You like it? Yeah?
Let's put the sound one on.
You want the sound to be on?
Yeah? Should we do
the encanto-one again?
I think I still have that
on my Spotify.
'Still waiting on the miracle'
is in there...
You think so?
I think so. Let's look.
Let's look.
Oh, you're a reader.
I bet you can find it.
Can you see it? There it is.
Do you know what song you want?
It's outer space.
Oh, do you see that?
I'm trying to get a
scholarship in technology...
...and maybe make it to Fresno
State University in California.
Fresno City, or go to an Ivy
League school like Harvard.
I wanna be a doctor, a teacher.
An engineer, because I
can create a lot of stuff.
I want to pick up recycling
and garbage and yard waste.
No, no, no. All of them.
Yes, all of them. Nice.
Steven, do you like...
Steven? Steven?
Yeah, good job.
Now can you tap it?
- Microphone.
- Yeah.
Do you like
the microphone?
I think it will be
a hard path for Steven...
...but I think he will push
through and will be successful.
He's energetic. He like...
And he knows a lot of stuff.
- He has a lot of friends.
- Yeah, he has a lot of friends.
A lot of people like him.
One thing that makes me think...
...he'll be an engineer,
like Anthony...
...is that he's kind of good
with Legos.
All right,
here are our numbers.
Oh you already
did it. Five, nice job.
Five.
Nice job.
Okay, let's do the next one.
Seven plus one. Where is
seven on the number line?
Find seven.
Nice.
You're gonna jump one time.
Jump one time.
Aiden, are you ready?
No? Okay.
I'm going to give
each group one.
So, Aiden's group right
here will have one.
Steven's group
back there will have one.
Your group will have one.
Nakshatra's group will have one.
And you two will have one, okay?
And then we're gonna
write down antonyms...
...which are opposites.
Synonyms, which mean the same
thing but a different word.
Let's type the word and
then you get started, okay.
Look right here. Ouch.
Steven. Steven, look.
'S'. can you write the 'I'?
Where's 'I'? Where's 'I'?
Where's the 'I'?
- All done.
- You're not all done.
You're not all done.
It's time to go work.
You gotta work for iPad.
Yep, we have music today.
- P.E.
- So right now we're right here.
The morning. Then reading.
- Music.
- Yep. Music.
Excited!
Can.
Hey Odin, I can
hear you from here bud.
Take it down a little bit.
Nice job, Steven.
It's all right, patience.
When I look
at the learning data...
...that I have seen...
...over the last five years
at this school...
...it is the most powerful
learning data...
...that I've seen
in the 25 years...
...that I've been in education.
Those outcomes
are not outcomes specific...
...to students that have an IEP.
Those outcomes
are profound differences...
...in the reading and writing
and math levels of students...
...who are just learning
English in our school system.
Of students who are identified
for highly capable services...
...and are needing to be
stretched and supported.
They all benefit when every
adult within the building...
...is working together within
all of the classrooms...
...interacting and engaging
with all of the students.
Okay, so Kellan,
your job...
...are you gonna do 'feel next'
or 'taste next'?
So you'll come
to our school and you'll see...
...a lot of adults...
...and naturally
the question then...
...is where did you get
all those adults?
Where did you get
all of that funding?
We didn't get different funding.
Inclusion is not more expensive.
All of the people that are here,
are present in any school...
...but they are often
behind closed doors.
They're often working only
with certain groups of students.
They often have jobs that
are really siloed away...
...from everyone else.
We spend a lot of money
separating students.
We spend money on
one-to-one para-educators.
We spend money on
separate locations, routinely.
And we are not seeing
gains for students...
...that would demonstrate
that that amount of money...
...we're spending is really
doing good things...
...for students in the schools
that they're served in.
Are we feeling sad?
Are we feeling happy?
We're feeling sad.
We're feeling...
...happy.
Happy. Oh...
Sad.
Oh, colors.
There's so many colors.
Happy, angry.
Who is happy
and angry? Which one?
Okay, Emmy, I think
you're gonna have to go...
Oh, there you go.
Okay, you're waiting.
- Hamza, you ready?
- I wanna go to the swing.
As long as you're
giving your friends...
Oops! You okay?
You're okay?
You can gimme the sweatshirt.
- You can borrow it.
- I can borrow it?
- Thanks.
- For the rest of recess.
Thank you. I can borrow it.
It definitely would fit on me
so well.
All I care about,
and all we talk about...
...is like 'you beat
your own scores'.
'You showed what you know and
look at... you grew this year'.
Yesterday. I didn't realize
I was screen sharing...
...and Sayesha's scores came
on the screen.
So the whole class got to see.
And it was like
186 points higher...
...than where
she started the year.
186 points.
Like it's normal 20...
186 points!
But everybody is saying
this environment...
...is only for those kids.
Okay, well how about someone
who is designated as high cap.
They went 142 points higher.
Someone who came in...
...above grade level
in standards.
The kids who are not
native English speakers...
...they are actually, I mean...
...the data
makes this undeniable.
We are gonna
get you divided into groups...
...and we're gonna get you
moving and groovin' today.
All right? Up on the
screen you'll see each...
...of our stations, all right?
We're so happy today.
It's gonna be a great Friday.
See you later.
I have a medical issue that...
...includes having
super bad anxiety.
And so Frederick is my...
like a support dog...
...but a support fox.
And she's a perfect animal
for me...
...because I love foxes.
But then she's, even
though she's super matted...
...she's super soft.
And so that calms
my anxiety down when I have it.
I cuddle with her
when I get anxiety...
...or when I have to
perform something...
...she is just right there
in my pocket...
...or under my left armpit
'cause that's where she fits.
Hi, Steven!
Good
morning, Steven. Good morning.
Okay, bye-bye.
Let's go.
Come on Ishaan.
How do you spell Ruby Bridges?
R-U-B-Y.
R-U...
Ruby Bridges is the best.
Oh wait, that's a lot of chalk.
Wow.
You know
if you have some water...
I wrote that you can be
yourself in this school.
You don't have to like
be someone else.
And like be someone
who you don't want to.
I'm gonna draw a heart.
In my old school,
I was very shy...
...but I feel like this
school has like taught me...
...like how... like good
other people can be...
...and how everyone
is so nice here.
And so that's how I'm
like not shy anymore.
And I love making new friends.
And also here like
if you ever need help...
...like if you're dealing
with problems...
...we have lots of teachers...
...and we have
a really good community...
...of people that could help us.
I'm gonna go fast today.
Which one would you like?
"Waddaly atcha" or would
you like "It's not hard?"
It's not hard I tell you so
It's not hard I tell you so
Just sing along and do like so
Just sing along and do like so
Next part then.
It's not hard I tell you so
It's not hard I tell you so
Just sing along and do like so
- Just sing along and like so
- Next part.
It's not hard I tell you so
Just sing along and do like so
Just sing along and do like so
It's not hard I tell you so
It's not hard I tell you so
Just sing along and do like so
Just sing along and do like so
Okay, come on
we're gonna grab...
And we're gonna go try to
work this problem out, okay?
The cameras
are gonna be on me...
...and we're just gonna be
talking through a situation...
...and maybe get to a solution.
Is that okay with you?
Okay.
What happened?
I don't know.
We mostly
have a lot of problems.
Okay, well what happened
in this situation?
So if me and...
wanna play something...
...she says you can't play it.
And sometimes the bus,
when she gets mad at us...
...she starts pushing us out of
the seat, or starts kicking.
How are you feeling
about what they said?
Is it true?
- I don't know.
- Okay.
And sometimes on the bus...
...like when they both
sit with me, they do...
...so like this, like sometimes
they shout on the bus...
...and it like hurts my ears.
Oh.
Okay, well no one's
telling each other to what?
What's Kelso choice say.
Stop.
To stop.
But there's one that
we're doing right now.
- What are we doing?
- Talk it out.
Talk it out with your friend.
And tell them how you...
- Feel.
- How you feel.
Asking the other,
how they feel...
...in the situation that
you were putting them in.
Oh my goodness.
Yeah, I think that's important.
My mom says treat others...
...how you would like
to be treated.
Oh my goodness, Oira,
do we all agree with that?
Do you agree with that?
- Do you agree with that?
- Yeah.
I agree with that too.
I think that's important.
- No!
- Okay.
You want Ms. Julia to go?
Okay.
Thanks for using your words.
I see you're frustrated.
Yeah, you're mad.
I can see that you're mad
and you need some time.
- D...own...
- O-W.
All balloons go...
- Up.
- up.
And normally O...
The balloon goes up.
I have the iPads
to learn more things.
To you use the
iPad to learn more things?
Learn more things because
we don't all no how to talk...
...and Anvi does not,
so we can talk...
...to Anvi in different words.
Yeah, so we have to learn
how to talk...
...by iPad to Anvi,
because she...
She does not
know how to talk without one.
- Yeah.
- Yeah.
I've been in settings...
...where students
are not included...
...at all, or are included...
...maybe at lunchtime
or for recess.
And I think
the biggest 'aha moment'...
...for me when we started
this school was...
...being in those
self-contained classrooms...
...where you have
maybe eight kiddos...
...many of which
are non-speaking...
...and then us as SLPs
expect them to learn...
...how to communicate.
How are we expecting
children to learn...
...how to communicate when
we're in a classroom...
...with eight other kids who
are not communicating.
When we speak up
for what we believe in...
...when we speak up
for our model...
...and the way
we're providing service...
...we're met with almost,
sometimes hostility.
Which is intimidating...
...because we so strongly
believe in this...
...that it seems
like it should be easy...
...for everybody to believe
in it. But it's not.
Everybody thinks you need more
money, more training, more...
...it's our building,
it's our parking lot.
We have so many iPads.
But really at the heart
of it all is a mindset shift.
You need to believe
that everyone belongs...
...and that general education
is for everybody.
The hardest for us is
they go to middle school.
And they're put back
in a classroom...
...with eight other children
that have significant needs.
Away from their peers
that they have been with...
...for the past four
or five years.
And we feel like we're
losing everything...
...that we've worked so
hard for at this school.
And it's honestly just...
...heartbreaking
to think of like...
...any of those kids
going back to a classroom...
...where they're secluded
from everybody else.
Because they learn differently.
And they have maybe
some different needs.
But yeah, I would say
I'm in the sad stage...
...of all of this at this point.
I used to be angry, I guess
I'm not as angry anymore.
Yeah.
She looks suspicious.
She looks
suspicious in the picture.
Makeup.
Ah, maybe some makeup.
Leila, will you
read the next section.
"While...
while Claire's surprise...
While I have been nervously
searching for mom's ring...
...Claire has gone to mom's
makeup, covering her eyes...
with purple eyeshadow and
smearing bright red lipstick...
...around her mouth
and her cheeks.
She looked at the circus clown."
All right,
pause there, Leila.
So she got
into mom's makeup now.
She did.
Do you think
she's gonna get in trouble?
- Yeah.
- What do you think, Nick?
Is she gonna be in trouble
for using mom's makeup...
...or is Adrian gonna help her?
- They're gonna help her.
- Okay, they're gonna help her.
"So I am here
to take the brownies...
...out of the oven," dad said.
"Thanks," I said,
still feeling 'ognoxious'?
Anxious. Anxious.
What does anxious mean?
It looks like...
- Oh, Larissa can you...
- I'll help.
- No, no one's like you.
- Okay.
Because you are the
only one who helps me.
Okay.
Just... no, no, I'll hold it.
Once there was
only one way to...
I remember
it was yesterday.
Ms. Vidhya was like
"Leila, what's...?"
It was a
multiplication problem.
And she's like,
immediate response.
She was like "27."
And I'm like, it's a math fact
that's in her head.
- Wow.
- Yeah, that is insane.
I'm like, I've never seen
that growth in my life.
- Like wow.
- Yeah.
Yeah I mean like
it's insane how like...
...they can go
from really struggling...
...and then they can go
to like...
...being able
to do math faster...
Like that's faster
than I could ever do.
It takes me at least
like 10 seconds to...
...put it in my brain
and like think of it.
My sister is in seventh...
...and she thinks people...
...like Nick,
Leila or Elliot or...
...they are
in different classes...
...but not in the same
classes as her...
...because she never sees
them in any of her classes.
Because they want the other
students to not be interrupted.
Yeah, but it doesn't really
seem that fair because...
I have this really big thought.
In this class she won't
be able to learn things...
...and be the best version
of herself.
She won't be able
to really go out there...
...and really try new things.
And so yes, it might
be difficult for them...
...'cause harder things means
like, oh, like anxiety.
They might have anxiety
about it or something...
...but after they have these
people that will help 'em.
Like I know like if I
ever see like somebody...
...who needs help,
I will go in and help 'em.
So like not letting them do
what they want to do...
...is holding them back
and you should never do that...
...to somebody.
And everyone
has a chance to like...
...get better at something.
But if if you don't
have a chance...
...how are people gonna know
if you can actually do it?
Yeah.
Pass the pumpkin all around
Listen to the spooky sound
Ooh-Ooh
Will it stop on you?
Boo!
That was close.
One, two, ready? Play.
Pass the pumpkin all around
Listen to the spooky sound
Ooh-Ooh
Will it stop on you?
Boo!
When ice is hot,
it can make steam.
Okay, I understand how
you're talking about places...
...'cause we started
talking about places.
We talked about water.
We're gonna be doing water
and we're gonna be measuring...
...the temperature of it
with the thermometer.
So we're gone measure
it with the thermometer, okay?
Look, gas.
Gas.
Steam is gas.
Sit down. Olive...
Sit down.
Sit down.
No, sit down.
Why do scientists
decide...
Olive.
...to all use Celsius?
We didn't talk
about that yesterday.
Adam, what do you think?
I've got her.
Because I thought...
I didn't know what
I was supposed to do.
Why do you think,
Cooper?
I think it's because
Celsius at freezing is zero.
Okay. All right.
Okay,
I'll give her space.
I think that
with most kids...
...having prior
negative school experiences...
...like Leila
or Olive or Aaru...
...that they were defined...
...by their behaviors
and their differences.
And what we see here is that
when we let students move...
...or let them
have a hard moment...
...or just be who they are...
...that these behaviors
significantly decrease.
We also see the class
responding like 'okay...
...Olive is just having a bad
day', or 'she needs a break'.
And we see them just move
on with what they're doing.
We all have bad days.
And if you don't have
the language skills...
...to express that...
...sometimes
those feelings might...
...show up
a little bit differently.
Who would like to come
and draw the place value?
Once we give
space for those feelings...
...we start to see
these students...
...engaging in the curriculum.
You know,
when Olive came to us...
...supposedly...
...she could only answer
simple 'yes, no' questions.
Her parents
and one of our teachers here...
...shared some videos...
...of her doing
order of operations in math.
And solving multi-step problems
far above...
...what her grade level peers
are doing.
I think that if we continue
to put our students in boxes...
...we'll never get to truly
see what they're capable of.
With the ruler
measure it...
Six plus one equals seven.
If I have six and
I add one more, I have seven.
For what?
This is about one meter.
Can we use
a meter stick?
Good job.
Look and find
something that is about...
- ...ten centimeters.
- Two plus...
Two plus one equals three.
If I have two and I add
one more I have three.
Hi, puppy.
What do you like
about going to school here?
- To learn.
- What?
- Learn.
- To learn?
What do you like to learn about?
- I learn about bulbs.
- You learn about bulbs? Yeah.
If you are
ready, touch your head.
All those have bulbs in it.
If you are ready,
touch your shoulders.
Olivia.
Aaru,
what are you showing them?
- What do you have?
- There bulbs in this one.
This one can fit my chandelier.
This is about,
this base fits my chandelier...
Yeah.
Look, it's not a screw bulb.
What kind of an adapter is that?
The GU 10 bulbs
fit my chandelier.
- Not a screw.
- With a chandelier?
Yeah you buy this bulb.
- You want me to buy that one?
- Yeah.
Nope. Stop.
Okay, let's take a break.
That's not safe.
Let's take a break.
Come on. Yep, come on.
Let's go.
Please stop.
Please stop.
We can try this. Do you wanna...
Do you like that color?
When I came here
five years ago, I had no clue...
...how to help kids with
complex support needs.
Aaru was in my class last year
and he would get overwhelmed...
...multiple times a day.
Now it's just one year later
and he's rarely dysregulated
And all he needs is a break.
With Steven, it was the same.
He was throwing
his communication device.
He was crying so much that
his eyes were bloodshot.
It was my first year here and...
...when I saw him
make the connection...
...when I saw
that he felt heard...
...it changed everything for me.
It changed my whole
relationship with the school.
It made me understand why I'm
here, why we're doing this...
...and made me think about...
...why haven't I
been doing this?
Why haven't I
been including kids?
Just why haven't I been
doing this all this time?
- Pull it really hard?
- Well, hold it like this.
- Hold it like that, okay.
- While you pull it.
- Yeah.
- Ready? One, two, three.
You have to take it off.
I heard that
you did an amazing job...
...on your...
- ...reading diagnostic test.
- Yeah.
- How did you feel about it?
- I don't know.
Were you surprised with
how amazing your reading was?
Yeah, I thought it would
be like a little bit lower.
- Really?
- Yeah.
- Why did you think that?
- I don't know.
We thought
it would be really high.
We've known you're amazing
all along.
And was it way higher...
...than you thought
that it would be?
It was, well, I thought it
would be really high...
...because I've seen you
doing so much reading.
Yeah 'cause last year, I was
in here doing my I-ready...
- Do you remember that?
- My diagnostic...
...and I went through
every line.
I know.
And then this year you
didn't even need my help...
...at all
for the diagnostic test.
Let's do something different.
I'm sorry
you're not feeling well.
We're not gonna do that one
because it's all dirty, okay?
Let's just do this, okay?
We do that one, I know.
I know, I'm sorry.
I'm sorry. I'm sorry.
Yeah.
I think all
the time about the fact that...
...I still have parents
calling me...
...and reaching out to me, to
tell me what they're willing...
...to sacrifice just for school
to be a place of hope.
Yay.
I really think
that most administrators...
...and teachers care about kids.
But once a student...
...is moved into
a special education classroom...
...they rarely,
if ever find their way back.
It's a one-way street.
The separateness...
...that happens so early on...
...eventually leads to a
space where our children...
...spend more time
with adults supporting them...
...than with peers who are
in relationship with them.
At the end of the school
journey, all of these adults...
...who have been
supporting them, go away.
And the relationships that
most of our students have...
...are not a part
of these students' lives.
They are alone.
They know no one
in their community...
...and no one truly knows
who they are.
Often the first
question that I get is...
...well, what should we
do first?
Or what should we do
to make a change?
We can decide
to think and do differently...
...as quickly as tomorrow.
Kids have never been
the problem here.
Our children
have always been ready...
...for schools
that belong to all of us.
Hi! Hi!
- What's up, Jacob?
- What good, boss?
Do I look good?
- You look good.
- Okay, good, good.
You wanna join?
- Are you sure, guys.
- Sure.
- Can you stay with me?
- Yeah, sure. Go.
You're gonna be
on a documentary.
Wait, really,
like an actual one?
Yeah, man.
Oh, I know, I'm...
- What do you want me to say?
- Okay, a what...
What you wanna be
when you grow up?
An Electrician.
I wanna be an electrician.
You not
on a game show, bro.
What?
You're not
on a game show, bro.
I know I'm not, but here is...
I'm on TV!
My first time!
This is a documentary.
You're not on live news.
Yeah, yeah, yeah...
Okay, so what do you
wanna be when you grow up?
- I wanna be an electrician.
- Okay...
Easton, what do you wanna
be when you grow up?
I'm probably gonna be
an author...
...maybe possibly
an illustrator for some books.
Also, me and Hensley have
already started making...
...some partnership works with
books. We are even working...
...on one right now.
A designer
for dresses and a painter.
I want to be a soccer player...
...but I feel like it's a super
low chance that happens.
So in my case, I don't...
...I might wanna be
a firefighter.
I wanted to be a baker.
Because I want to bake cakes.
I like cakes.
I probably wanna try
and work really hard...
...to be in the WNBA
Or go to the Olympics
as a softball player.
Okay.
Okay, so look at the camera.
It's okay, I'm right here.
- You're all good.
- Are you sure?
Mm-hmm.
- Fine.
- You are fine.
Good morning.
Ms. Broomer's class,
everybody in line.
We're gonna all walk in,
kindergarten.
I missed you,
I'm so glad you're here.
Go to class.
What do you think?
Let's go find the cow.
Play with cow.
- Ms. Julie.
- She's in the classroom.
Recess, recess.
You wanna go to recess?
Well, we have to go to
cubby and class first...
...and then we can go
to recess, okay?
Can you help me carry it?
- Can you help me?
- Say hi.
Do you wanna hold this?
And then we'll go to class?
Say, "Bye Ms. Crane."
Bye-bye.
Do you wanna hold this?
I'll let you hold this, but
then we're gonna go to class...
...and show Ms. Broomer.
Thank you.
Aishvi, yes, muscles.
Don't squish your own self in.
Muscle Man.
Muscle Lady.
Good, thank you.
Good, chairs in.
Good, everybody should be
sitting down, with your iPad.
What is the question today?
Did you see what the
question is for today?
So the question
is 'why is there a...
'Why is there a
camera in our room?'
So you're thinking can be
on the communication device.
It also can be
saying it out loud.
Why is there a
camera in our room?
I think because
it's a safe school...
...and it's a very...
...it's a class that learns a
lot about math and reading.
The camera is here
because they want to see us...
...and they want to see
our school.
They wanna see us
and they wanna see our school?
Why do you think wanna see us?
Because our school is the best.
To film how smart we are.
How smart we are?
Yeah. And is it just
Ms. Broomer who is smart?
No!
Do I know all the things?
- No. Yeah...
- All the things?
No, no.
No, I don't know all the things.
And guess what?
No one in this room
knows all the things.
Like us?
We're all good
at different things.
And do we all learn
from each other?
- Yes.
- Yeah!
What else are we good at?
I wonder what we know
about feelings at this school.
What do we do...
...raise your hand
if you've ever had...
...some big feelings before.
When you have big feelings,
do you want people to stop...
...and stare at you?
No... Yes...
You want me to stare at you
when you have big feelings?
We've seen friends
in our classroom...
...and we've seen friends
outside in our hallway
...who have big feelings...
...and our job is to make
sure we give them what?
- Space.
- Space.
Lincoln, when
you've had big feelings...
...and friends have tried
to come up to you...
...and say, "Can I help,
can I help, can I help?"
How does that make you feel?
I am even angrier.
Even angrier!
Yes, right?
Have we learned that?
So they're gonna do
round one of intervention...
...get their stuff ready...
...go to specialist to come
back and do round two.
So it kind of depends
on the different levels.
Okay, she's getting upset
with people being in there.
Hey.
Just look through the window...
...'cause it's just getting
to her a little bit.
I don't believe that
you change systems...
...if you don't do hard,
uncomfortable things.
And you cannot change a system
if you don't disrupt it.
So we are system disruptors,
and we know that.
Transformation never starts
with "let's all get together...
...until we all agree on it,
and then move together.
I can guarantee
that the students...
...who are furthest from
educational justice...
...and sitting in segregated
settings within our schools...
...and our systems, do not
feel like we can wait.
It is us, often, that are
more comfortable...
...or more capable of waiting...
...because it doesn't
directly impact our being.
If I am not well,
if my child is not well...
...I am much less likely to
be okay with opting out...
...of inclusionary practice.
Of opting out
of an inclusive school.
- Numbers.
- Is that's 11, Sayesha?
Let's count.
Can we count these together?
Look, he's asking, is this 11?
Can you count? Let's see.
One, two, three, four...
...five, six,
seven, eight, nine, ten.
We're doing our teen numbers.
Okay, I know.
- You know?
- You do?
You know,
these are called 10 sticks.
I found one.
Okay, I'm gonna
do attendance really quickly.
Okay, let's
find something that matches.
Look at this, I'm gonna
challenge you, Hamsa.
These are called
10 sticks, okay?
So that's a 10, 11...
Sayesha... Sayesha?
I know.
She's trying to find 11.
She's trying to find 11?
Okay, are you trying to
help her find 11?
- Yes.
- Okay.
11, Sayesha?
I want
you to read it to me.
How do you spell ceiling?
How do you think
you spell ceiling?
On the weekend?
Okay, I want more details
on that.
Ceiling.
Ceiling.
What sounds do you hear?
Ceiling.
- C...
- Write it.
- C...
- Ceilllll...
Ceilllll.
S-L?
Write it.
- I can't.
- Okay, Aaru...
Okay, what do you want?
- 11. Can you say 11?
- 11.
So that's your first job,
to build the number 11.
You should only...
You'd be using
one 10 block, okay?
Only one.
There's enough for
everyone to have one, okay?
Okay, go bring it to your spot.
Good job, bring it to your spot.
Ms. Nguyen, can
we like make the numerals?
One of the things
that bothers me most is...
...the immense power
that the decision...
...to pull children away
from each other...
...has on their ability
to come back together.
So the moment that some
of our students...
...are put into a
self-contained classroom...
...essentially, they have to
earn their way to community...
...from that point forward.
Every other child never
has to earn their way.
They never have to
prove their skills.
They never have to
have five good days...
...in order to get a chance
to be around classmates.
They are not as closely
monitored for behaviors...
...or emotional regulation.
They're never really othered
in those circumstances.
So the idea
that I would decide...
...that the student that I'm
looking at in a meeting...
...or, most of the time...
...the student that I'm reading
about from a document...
...is not ready
to try kindergarten...
...is just mind blowing when you
step back and think about it.
I think we've been doing that
for so long in our system...
...that we don't even
realize what we're doing.
Even if we're doing placement
decisions with good intention...
...what we're doing in that
moment is deciding a pathway.
We're saying that it would
be better for a child...
...to be away from everyone
else in order to learn.
When I look in this
classroom, I see a decision...
...that we as a team made...
...to move into community
rather than away from community.
Walking feet.
And we use all
of the stalls, girls.
There's nothing to scared
of with the big stall.
- Okay.
- Okay, go in into your side.
Let's wait for our class.
- Okay.
- Yeah.
You wanna say something else?
- Wait. Wait.
- Yes, you're right.
We're waiting. Good job.
- Good.
- Good job.
I see out the window.
Do you wanna find window?
Window, window.
Do you know
where it is, Matthew?
Aye, aye, captain!
Aye, aye, captain.
- Aye, aye, captain!
- Aye, aye.
We're going
to quietly stand up.
I want you to say
hi to Ms. Kim on the way in.
Go ahead.
Hi.
- Hi.
- Hi, hi, hi, hi.
Can I play "Happy Birthday?"
- It was your Happy Birthday?
- Yeah.
One two three four five
Once I caught a fish alive
Six seven eight nine 10
Then I let it go again
One two three four five
Once I caught a fish alive
Six seven eight nine 10
Often, people are...
...put into
self-contained classrooms...
...for the sole reason,
not the sole reason...
...but a very specific reason
is that they are non-speaking.
And we automatically assume
that they don't know as much.
Or that they're not going
to be able to access...
...the general
education curriculum.
That they're not ready for it.
They need to be ready to be
able to be given the chance...
...to go to general education.
And I feel like one of
the most amazing things...
...that I've learned here
is when you give children...
...the ability to communicate...
...you honor what it is that
they're communicating...
...that we've really tapped into
some pretty amazing, smart...
...very competent
and capable little humans...
...that otherwise would be
put in a classroom that...
...you know, we just assume
that they can't do anything.
"I believe in inclusion,
but I don't have the training."
"I believe in inclusion,
but I don't have the space."
"I believe in inclusion,
but this kid hits."
So there's always a 'but'.
"I believe in inclusion, and
this kid hits. What can I do?"
Like let's not put the
problem on the students...
...and more put the problem
on us, on the system.
Because it's not
a problem with them.
It's a problem with how
public education is set up.
In the tree.
Let's turn the page.
Ishaan are you ready?
From page three, good job.
Thank you, Sylas.
Olive, who's
looking or a new home?
Who?
The bird, good job.
Sylas, who's looking
for a new home?
Where is the nest?
Where do they live?
Nest.
They live in a nest.
Ishaan are you working
to go play?
- No.
- No?
Yes.
Okay, who's looking
for a new home?
Look at the picture.
Ishaan can you
help me read this page?
Ishaan, help me read.
What does this word say?
Good job. Yeah, that's it.
Here, can you
help me read Ishaan?
Ishaan look!
Ishaan let's read.
What word is this?
- The.
- The.
Look right here.
Eyes on paper.
"The brown bear...
...is in the camp."
All right, Sylas...
...Ishaan,
you have two more minutes.
And then we're gonna go
get ready for lunch, okay?
Bye Olive.
Are you okay, Ishaan?
Yes.
I need to get
a new trampoline.
That one's old.
We have
how many in our class?
- Three...
- Kids with...
Autism, or...
With disabilities...
- ...in our class alone.
- Yeah.
- In many classes...
- Wait, there's four of me.
Because of me, I have
special needs and Sylas...
...and Tayson and Evie.
So there's four.
- Like I have kind of...
- You get overwhelmed.
...of a little bit like
ADHD in me.
I can't control myself.
Like in kindergarten...
...Maddie, were you
in Ms. Broomer's class?
- No.
- Oh.
I was in Ms. Morrison.
I was in Ms. Nguyen.
'Cause... Wait, do you know
how I was in kindergarten?
- Oh yeah.
- Yeah, I was like all crazy.
I kept getting in trouble.
Every day
I would keep running away.
and uhm...
...I bited that time,
and I kicked and I punched.
But now I don't do
that stuff anymore.
'Cause second graders
don't do that.
So I'm getting used to it now.
Casey...
Last year, I think I saw
you a few times...
...sitting on top
of the cubbies.
- I saw you a few times.
- Yeah.
I used to always sit on
top of the cubbies...
...but now I don't
do that anymore.
I'm old enough to not do that.
So, yeah.
When I was five,
I used to draw on the walls.
What the...?
'Cause I wasn't
in kindergarten yet.
I went to kindergarten
when I was six...
...and I did preschool
when I was four.
When I was five,
and four and three...
...I used to put rocks in my
mouth and then take them out...
...'cause I like
how wet they are.
I don't know why...
- ...I didn't use the sink.
- Like salty?
Yes, but I guess
it's like achy to me.
I don't know why
I was eating rocks.
Come on. You got it. You got it.
You're done with math.
No, all done with music.
Okay, when we get back...
...we're going to be sitting
on the carpet.
Hi. Where are you going, Olive?
I'm confused.
- Math! Math!
- Yep, we go recess.
There you go.
- Math. Math!
- We're all done with math.
You worked hard during math.
Recess. Recess.
Then snacks.
Recess, snacks.
I - want
you - to - tell...
...her - to - give.
When things are
inconvenient...
...that shouldn't be
inconvenient...
...as far as, you know...
...our daughter, although
she may be pre-verbal...
...she can communicate.
She has an AAC device here.
And we started using one
even back in California.
And if you just ask
her questions...
...she can answer you
on her device.
But it was inconvenient
for people to ask...
...ask her questions
on her device.
To them
that was inconvenient, right?
Because nobody was really
prepared to be, you know...
...using a device like that
for students like Olive.
Anything that would
be, what you would deem...
...as like a regular...
...'this is what happens
in school', they weren't...
...Olive and her peers
like her...
...were not involved
in that process.
So, when your kid is...
...kind of behind a wall...
...that doesn't have
a lot of windows...
...or the windows are too high
for them to see out...
...that's tough.
So we said... me and my wife
just said, we're moving here.
You know,
we just went like that.
We said we have to do it and
we have to give this a shot.
And we... iI's kind of like,
you know, the universe speaks...
...the universe guides.
And I think this was that
scenario where things lined up.
And it was like 'this is
the way you guys need to go'.
And we went with it.
Packing up...
...leaving behind
friends and family.
You know,
you do it for your kid.
And it's without a question.
And then we're so happy
that we did.
Bye.
Ruby Bridges
is an amazing school...
...and everyone
should come here because...
It's the best school ever.
Yeah!
And everyone loves Ruby
Bridges because we are so fun...
...and everyone's so nice
and everyone belongs here...
...and are learners here, and
are leaders here, right?
Yeah!
And everyone
supports everyone.
Goodbye!
How many math have you done?
I'm on my first lesson.
- With math or reading?
- Math.
Okay.
My youngest, she's in third
grade here, at Ruby Bridges.
So that's all she's ever
experienced, is inclusion.
Whereas my oldest experienced
two different schools...
...two different versions
of segregation...
...and then got to come here.
And now she went to a segregated
middle school, as well.
So she went from three years
of experience inclusion...
...and having friends who...
...have all kinds of needs to...
...when she went
to middle school...
...even the lunchrooms
were segregated.
She couldn't have her friends
sit at a table with her.
She couldn't go and sit at
a table with another friend.
Friends who like have had
play dates at our house...
...and gone to birthday parties
for years...
...all of a sudden
are not allowed...
...to sit at the same table...
...with her friends
from this school.
So, it was heartbreaking for me.
But it was even more sad...
Uhm...
...how quickly
that became normal.
You're used to me crying now.
How quickly that became
normal for her.
I said
"Well why don't you ask her?
Why don't you..."
Well she didn't wanna
like ruffle any feather.
She didn't want to make
a big issue out of it.
She didn't wanna stand
out in middle school.
And I said "Well you
guys could do a sit-in.
You guys could like verbalize
like how important this is...
...that all of our friends
are together."
And she's like "Shouldn't
the teachers be doing that?
"Why do I have to be the one?
I'm only 11, or I'm only 12."
"Why am I the one who has to
change all of the things?"
Do you guys
have new table names?
Yeah.
They're over there
if you need them.
- Oh my goodness.
- We got retrievers, eagle.
Nick, would you like to
help me call the table groups?
- Pick one.
- Uhm... retrievers.
We are going to play games
today, with our devices.
- Woo-hoo.
- Who can tell me why we do this?
Why we do 'communication
and games and devices' is...
...because some kids don't
understand like how to talk...
...and some kids
talk differently.
Nice job. All right, Ada.
Like if we get a so full,
and we can't really talk...
...but we can still communicate
our voices in the AAC devices.
Okay, our talking
voices should be off.
C-L-O-R. Which color?
Having to type it all,
or find it...
...and find every single thing
I wanna say...
...it would be
really tough for me.
and it would probably just
change a lot of what I've done.
Maybe you have the urge to
speak...
...because you really wanna
make a friend fast.
But I have to type, maybe
someone will go away...
...and that'll make me
even more frustrated.
- And sad.
- And sad.
I would probably type it down...
...then find someone,
and then use it.
So, it'd say to them
in an instant...
...but still then it would
be pretty hard...
...to still be friends
with them.
Yeah.
I really like to talk...
...so if I was non verbal,
it would take so long...
...to tell my mom what
happened in the last book...
...that I just finished.
His art showed the past...
...and gave hope for the future.
It was important to him
to show the beauty...
...of the Mexican people
and their culture.
Look, three bullets.
So when I was note taking,
did I take...
...more than three bullets?
Yeah, for a lot of
you added more bullets.
But I didn't use all of
them in my draft...
...because maybe I didn't think
they were worthy...
...of being in my draft.
Yesterday, we talked about...
...we could find challenges
in her life.
Remember where it said
'dark years'?
Does that mean she was going
through some hard times maybe?
- So what page?
- 10.
Okay, can you turn
to page 10? Yes?
I forgot what we do in this.
Well this one,
here's step one.
So you're gonna think about
a question or an interesting...
...or surprising fact about her.
At Leila's past school...
...in the morning
I used to actually cry.
At her past school, I would cry
when I would drop her off...
...because I was so scared,
like what...
...what might she go through
that day?
Leila's teachers had a lot
of well-intentioned ideas...
...but I think it felt
more like babysitting.
Kind of just not actually
dealing with the situations.
It felt more like 'we're just
gonna put all these kids...
...in a room
and get through the day'.
They think there's no way
that they could grow up...
...to have a real job...
...or do anything of substance
with their life.
And Leila's behavioral was
off the charts aggressive.
It was...
She would self-harm, she'd hit
herself, she'd hit others...
...and she would scream and kick
and cry all day.
And I thought...
...picturing that in my head
in an integrated classroom...
...I thought you know,
she's gonna get bullied...
...or people are
not gonna understand her...
...or be able to help her.
And it's been
exactly the opposite.
These kids have almost
rallied around her...
...and they've supported her
in ways...
...that I never
could have imagined.
It says an angle
is formed by two rays.
With the same end point.
Here's that word we saw in
the Kahoot, called the vertex.
So that point
between the two rays...
...is called the vertex.
I think there's
a lot of people...
...with really good intentions.
I think it's that
we have been in settings...
...and we've seen that we've...
...been told
to do it a certain way...
...or told that this is the
best way to get to the ends...
...that will help a child...
...to be ready
to be a part of community...
...or to do well.
But the ceiling
that was put in place...
...in those settings...
...the ceiling I was taught
when I was...
...in undergraduate
experiences...
...like the ceiling was so low.
And I just didn't, I mean
I always was shooting...
...for the ceiling, but the
ceiling was really low.
I think we've always known
in education...
...that what you believe
children are capable of...
...is exactly
how far they will go.
My experience too was
segregated classrooms.
Those low ceilings,
the repetitive work.
We'll have you match letters,
we'll have you match colors.
And when you think about,
you know...
...sixth and seventh graders
in a classroom...
...doing file folder activities
over and over and over again...
...it's...
...it's not productive
and it's not landing.
I mean, there's no purpose.
Wyatt was like this.
But then he put his head on.
- Hey, there.
- Hi!
We're gonna be
on the TV soon.
Let's do some TikTok dances.
- 'S' is for sky.
- Oh, 'S' is for sky.
- Ah...
- that makes sense.
- Let's turn the things on.
- You like it? Yeah?
Let's put the sound one on.
You want the sound to be on?
Yeah? Should we do
the encanto-one again?
I think I still have that
on my Spotify.
'Still waiting on the miracle'
is in there...
You think so?
I think so. Let's look.
Let's look.
Oh, you're a reader.
I bet you can find it.
Can you see it? There it is.
Do you know what song you want?
It's outer space.
Oh, do you see that?
I'm trying to get a
scholarship in technology...
...and maybe make it to Fresno
State University in California.
Fresno City, or go to an Ivy
League school like Harvard.
I wanna be a doctor, a teacher.
An engineer, because I
can create a lot of stuff.
I want to pick up recycling
and garbage and yard waste.
No, no, no. All of them.
Yes, all of them. Nice.
Steven, do you like...
Steven? Steven?
Yeah, good job.
Now can you tap it?
- Microphone.
- Yeah.
Do you like
the microphone?
I think it will be
a hard path for Steven...
...but I think he will push
through and will be successful.
He's energetic. He like...
And he knows a lot of stuff.
- He has a lot of friends.
- Yeah, he has a lot of friends.
A lot of people like him.
One thing that makes me think...
...he'll be an engineer,
like Anthony...
...is that he's kind of good
with Legos.
All right,
here are our numbers.
Oh you already
did it. Five, nice job.
Five.
Nice job.
Okay, let's do the next one.
Seven plus one. Where is
seven on the number line?
Find seven.
Nice.
You're gonna jump one time.
Jump one time.
Aiden, are you ready?
No? Okay.
I'm going to give
each group one.
So, Aiden's group right
here will have one.
Steven's group
back there will have one.
Your group will have one.
Nakshatra's group will have one.
And you two will have one, okay?
And then we're gonna
write down antonyms...
...which are opposites.
Synonyms, which mean the same
thing but a different word.
Let's type the word and
then you get started, okay.
Look right here. Ouch.
Steven. Steven, look.
'S'. can you write the 'I'?
Where's 'I'? Where's 'I'?
Where's the 'I'?
- All done.
- You're not all done.
You're not all done.
It's time to go work.
You gotta work for iPad.
Yep, we have music today.
- P.E.
- So right now we're right here.
The morning. Then reading.
- Music.
- Yep. Music.
Excited!
Can.
Hey Odin, I can
hear you from here bud.
Take it down a little bit.
Nice job, Steven.
It's all right, patience.
When I look
at the learning data...
...that I have seen...
...over the last five years
at this school...
...it is the most powerful
learning data...
...that I've seen
in the 25 years...
...that I've been in education.
Those outcomes
are not outcomes specific...
...to students that have an IEP.
Those outcomes
are profound differences...
...in the reading and writing
and math levels of students...
...who are just learning
English in our school system.
Of students who are identified
for highly capable services...
...and are needing to be
stretched and supported.
They all benefit when every
adult within the building...
...is working together within
all of the classrooms...
...interacting and engaging
with all of the students.
Okay, so Kellan,
your job...
...are you gonna do 'feel next'
or 'taste next'?
So you'll come
to our school and you'll see...
...a lot of adults...
...and naturally
the question then...
...is where did you get
all those adults?
Where did you get
all of that funding?
We didn't get different funding.
Inclusion is not more expensive.
All of the people that are here,
are present in any school...
...but they are often
behind closed doors.
They're often working only
with certain groups of students.
They often have jobs that
are really siloed away...
...from everyone else.
We spend a lot of money
separating students.
We spend money on
one-to-one para-educators.
We spend money on
separate locations, routinely.
And we are not seeing
gains for students...
...that would demonstrate
that that amount of money...
...we're spending is really
doing good things...
...for students in the schools
that they're served in.
Are we feeling sad?
Are we feeling happy?
We're feeling sad.
We're feeling...
...happy.
Happy. Oh...
Sad.
Oh, colors.
There's so many colors.
Happy, angry.
Who is happy
and angry? Which one?
Okay, Emmy, I think
you're gonna have to go...
Oh, there you go.
Okay, you're waiting.
- Hamza, you ready?
- I wanna go to the swing.
As long as you're
giving your friends...
Oops! You okay?
You're okay?
You can gimme the sweatshirt.
- You can borrow it.
- I can borrow it?
- Thanks.
- For the rest of recess.
Thank you. I can borrow it.
It definitely would fit on me
so well.
All I care about,
and all we talk about...
...is like 'you beat
your own scores'.
'You showed what you know and
look at... you grew this year'.
Yesterday. I didn't realize
I was screen sharing...
...and Sayesha's scores came
on the screen.
So the whole class got to see.
And it was like
186 points higher...
...than where
she started the year.
186 points.
Like it's normal 20...
186 points!
But everybody is saying
this environment...
...is only for those kids.
Okay, well how about someone
who is designated as high cap.
They went 142 points higher.
Someone who came in...
...above grade level
in standards.
The kids who are not
native English speakers...
...they are actually, I mean...
...the data
makes this undeniable.
We are gonna
get you divided into groups...
...and we're gonna get you
moving and groovin' today.
All right? Up on the
screen you'll see each...
...of our stations, all right?
We're so happy today.
It's gonna be a great Friday.
See you later.
I have a medical issue that...
...includes having
super bad anxiety.
And so Frederick is my...
like a support dog...
...but a support fox.
And she's a perfect animal
for me...
...because I love foxes.
But then she's, even
though she's super matted...
...she's super soft.
And so that calms
my anxiety down when I have it.
I cuddle with her
when I get anxiety...
...or when I have to
perform something...
...she is just right there
in my pocket...
...or under my left armpit
'cause that's where she fits.
Hi, Steven!
Good
morning, Steven. Good morning.
Okay, bye-bye.
Let's go.
Come on Ishaan.
How do you spell Ruby Bridges?
R-U-B-Y.
R-U...
Ruby Bridges is the best.
Oh wait, that's a lot of chalk.
Wow.
You know
if you have some water...
I wrote that you can be
yourself in this school.
You don't have to like
be someone else.
And like be someone
who you don't want to.
I'm gonna draw a heart.
In my old school,
I was very shy...
...but I feel like this
school has like taught me...
...like how... like good
other people can be...
...and how everyone
is so nice here.
And so that's how I'm
like not shy anymore.
And I love making new friends.
And also here like
if you ever need help...
...like if you're dealing
with problems...
...we have lots of teachers...
...and we have
a really good community...
...of people that could help us.
I'm gonna go fast today.
Which one would you like?
"Waddaly atcha" or would
you like "It's not hard?"
It's not hard I tell you so
It's not hard I tell you so
Just sing along and do like so
Just sing along and do like so
Next part then.
It's not hard I tell you so
It's not hard I tell you so
Just sing along and do like so
- Just sing along and like so
- Next part.
It's not hard I tell you so
Just sing along and do like so
Just sing along and do like so
It's not hard I tell you so
It's not hard I tell you so
Just sing along and do like so
Just sing along and do like so
Okay, come on
we're gonna grab...
And we're gonna go try to
work this problem out, okay?
The cameras
are gonna be on me...
...and we're just gonna be
talking through a situation...
...and maybe get to a solution.
Is that okay with you?
Okay.
What happened?
I don't know.
We mostly
have a lot of problems.
Okay, well what happened
in this situation?
So if me and...
wanna play something...
...she says you can't play it.
And sometimes the bus,
when she gets mad at us...
...she starts pushing us out of
the seat, or starts kicking.
How are you feeling
about what they said?
Is it true?
- I don't know.
- Okay.
And sometimes on the bus...
...like when they both
sit with me, they do...
...so like this, like sometimes
they shout on the bus...
...and it like hurts my ears.
Oh.
Okay, well no one's
telling each other to what?
What's Kelso choice say.
Stop.
To stop.
But there's one that
we're doing right now.
- What are we doing?
- Talk it out.
Talk it out with your friend.
And tell them how you...
- Feel.
- How you feel.
Asking the other,
how they feel...
...in the situation that
you were putting them in.
Oh my goodness.
Yeah, I think that's important.
My mom says treat others...
...how you would like
to be treated.
Oh my goodness, Oira,
do we all agree with that?
Do you agree with that?
- Do you agree with that?
- Yeah.
I agree with that too.
I think that's important.
- No!
- Okay.
You want Ms. Julia to go?
Okay.
Thanks for using your words.
I see you're frustrated.
Yeah, you're mad.
I can see that you're mad
and you need some time.
- D...own...
- O-W.
All balloons go...
- Up.
- up.
And normally O...
The balloon goes up.
I have the iPads
to learn more things.
To you use the
iPad to learn more things?
Learn more things because
we don't all no how to talk...
...and Anvi does not,
so we can talk...
...to Anvi in different words.
Yeah, so we have to learn
how to talk...
...by iPad to Anvi,
because she...
She does not
know how to talk without one.
- Yeah.
- Yeah.
I've been in settings...
...where students
are not included...
...at all, or are included...
...maybe at lunchtime
or for recess.
And I think
the biggest 'aha moment'...
...for me when we started
this school was...
...being in those
self-contained classrooms...
...where you have
maybe eight kiddos...
...many of which
are non-speaking...
...and then us as SLPs
expect them to learn...
...how to communicate.
How are we expecting
children to learn...
...how to communicate when
we're in a classroom...
...with eight other kids who
are not communicating.
When we speak up
for what we believe in...
...when we speak up
for our model...
...and the way
we're providing service...
...we're met with almost,
sometimes hostility.
Which is intimidating...
...because we so strongly
believe in this...
...that it seems
like it should be easy...
...for everybody to believe
in it. But it's not.
Everybody thinks you need more
money, more training, more...
...it's our building,
it's our parking lot.
We have so many iPads.
But really at the heart
of it all is a mindset shift.
You need to believe
that everyone belongs...
...and that general education
is for everybody.
The hardest for us is
they go to middle school.
And they're put back
in a classroom...
...with eight other children
that have significant needs.
Away from their peers
that they have been with...
...for the past four
or five years.
And we feel like we're
losing everything...
...that we've worked so
hard for at this school.
And it's honestly just...
...heartbreaking
to think of like...
...any of those kids
going back to a classroom...
...where they're secluded
from everybody else.
Because they learn differently.
And they have maybe
some different needs.
But yeah, I would say
I'm in the sad stage...
...of all of this at this point.
I used to be angry, I guess
I'm not as angry anymore.
Yeah.
She looks suspicious.
She looks
suspicious in the picture.
Makeup.
Ah, maybe some makeup.
Leila, will you
read the next section.
"While...
while Claire's surprise...
While I have been nervously
searching for mom's ring...
...Claire has gone to mom's
makeup, covering her eyes...
with purple eyeshadow and
smearing bright red lipstick...
...around her mouth
and her cheeks.
She looked at the circus clown."
All right,
pause there, Leila.
So she got
into mom's makeup now.
She did.
Do you think
she's gonna get in trouble?
- Yeah.
- What do you think, Nick?
Is she gonna be in trouble
for using mom's makeup...
...or is Adrian gonna help her?
- They're gonna help her.
- Okay, they're gonna help her.
"So I am here
to take the brownies...
...out of the oven," dad said.
"Thanks," I said,
still feeling 'ognoxious'?
Anxious. Anxious.
What does anxious mean?
It looks like...
- Oh, Larissa can you...
- I'll help.
- No, no one's like you.
- Okay.
Because you are the
only one who helps me.
Okay.
Just... no, no, I'll hold it.
Once there was
only one way to...
I remember
it was yesterday.
Ms. Vidhya was like
"Leila, what's...?"
It was a
multiplication problem.
And she's like,
immediate response.
She was like "27."
And I'm like, it's a math fact
that's in her head.
- Wow.
- Yeah, that is insane.
I'm like, I've never seen
that growth in my life.
- Like wow.
- Yeah.
Yeah I mean like
it's insane how like...
...they can go
from really struggling...
...and then they can go
to like...
...being able
to do math faster...
Like that's faster
than I could ever do.
It takes me at least
like 10 seconds to...
...put it in my brain
and like think of it.
My sister is in seventh...
...and she thinks people...
...like Nick,
Leila or Elliot or...
...they are
in different classes...
...but not in the same
classes as her...
...because she never sees
them in any of her classes.
Because they want the other
students to not be interrupted.
Yeah, but it doesn't really
seem that fair because...
I have this really big thought.
In this class she won't
be able to learn things...
...and be the best version
of herself.
She won't be able
to really go out there...
...and really try new things.
And so yes, it might
be difficult for them...
...'cause harder things means
like, oh, like anxiety.
They might have anxiety
about it or something...
...but after they have these
people that will help 'em.
Like I know like if I
ever see like somebody...
...who needs help,
I will go in and help 'em.
So like not letting them do
what they want to do...
...is holding them back
and you should never do that...
...to somebody.
And everyone
has a chance to like...
...get better at something.
But if if you don't
have a chance...
...how are people gonna know
if you can actually do it?
Yeah.
Pass the pumpkin all around
Listen to the spooky sound
Ooh-Ooh
Will it stop on you?
Boo!
That was close.
One, two, ready? Play.
Pass the pumpkin all around
Listen to the spooky sound
Ooh-Ooh
Will it stop on you?
Boo!
When ice is hot,
it can make steam.
Okay, I understand how
you're talking about places...
...'cause we started
talking about places.
We talked about water.
We're gonna be doing water
and we're gonna be measuring...
...the temperature of it
with the thermometer.
So we're gone measure
it with the thermometer, okay?
Look, gas.
Gas.
Steam is gas.
Sit down. Olive...
Sit down.
Sit down.
No, sit down.
Why do scientists
decide...
Olive.
...to all use Celsius?
We didn't talk
about that yesterday.
Adam, what do you think?
I've got her.
Because I thought...
I didn't know what
I was supposed to do.
Why do you think,
Cooper?
I think it's because
Celsius at freezing is zero.
Okay. All right.
Okay,
I'll give her space.
I think that
with most kids...
...having prior
negative school experiences...
...like Leila
or Olive or Aaru...
...that they were defined...
...by their behaviors
and their differences.
And what we see here is that
when we let students move...
...or let them
have a hard moment...
...or just be who they are...
...that these behaviors
significantly decrease.
We also see the class
responding like 'okay...
...Olive is just having a bad
day', or 'she needs a break'.
And we see them just move
on with what they're doing.
We all have bad days.
And if you don't have
the language skills...
...to express that...
...sometimes
those feelings might...
...show up
a little bit differently.
Who would like to come
and draw the place value?
Once we give
space for those feelings...
...we start to see
these students...
...engaging in the curriculum.
You know,
when Olive came to us...
...supposedly...
...she could only answer
simple 'yes, no' questions.
Her parents
and one of our teachers here...
...shared some videos...
...of her doing
order of operations in math.
And solving multi-step problems
far above...
...what her grade level peers
are doing.
I think that if we continue
to put our students in boxes...
...we'll never get to truly
see what they're capable of.
With the ruler
measure it...
Six plus one equals seven.
If I have six and
I add one more, I have seven.
For what?
This is about one meter.
Can we use
a meter stick?
Good job.
Look and find
something that is about...
- ...ten centimeters.
- Two plus...
Two plus one equals three.
If I have two and I add
one more I have three.
Hi, puppy.
What do you like
about going to school here?
- To learn.
- What?
- Learn.
- To learn?
What do you like to learn about?
- I learn about bulbs.
- You learn about bulbs? Yeah.
If you are
ready, touch your head.
All those have bulbs in it.
If you are ready,
touch your shoulders.
Olivia.
Aaru,
what are you showing them?
- What do you have?
- There bulbs in this one.
This one can fit my chandelier.
This is about,
this base fits my chandelier...
Yeah.
Look, it's not a screw bulb.
What kind of an adapter is that?
The GU 10 bulbs
fit my chandelier.
- Not a screw.
- With a chandelier?
Yeah you buy this bulb.
- You want me to buy that one?
- Yeah.
Nope. Stop.
Okay, let's take a break.
That's not safe.
Let's take a break.
Come on. Yep, come on.
Let's go.
Please stop.
Please stop.
We can try this. Do you wanna...
Do you like that color?
When I came here
five years ago, I had no clue...
...how to help kids with
complex support needs.
Aaru was in my class last year
and he would get overwhelmed...
...multiple times a day.
Now it's just one year later
and he's rarely dysregulated
And all he needs is a break.
With Steven, it was the same.
He was throwing
his communication device.
He was crying so much that
his eyes were bloodshot.
It was my first year here and...
...when I saw him
make the connection...
...when I saw
that he felt heard...
...it changed everything for me.
It changed my whole
relationship with the school.
It made me understand why I'm
here, why we're doing this...
...and made me think about...
...why haven't I
been doing this?
Why haven't I
been including kids?
Just why haven't I been
doing this all this time?
- Pull it really hard?
- Well, hold it like this.
- Hold it like that, okay.
- While you pull it.
- Yeah.
- Ready? One, two, three.
You have to take it off.
I heard that
you did an amazing job...
...on your...
- ...reading diagnostic test.
- Yeah.
- How did you feel about it?
- I don't know.
Were you surprised with
how amazing your reading was?
Yeah, I thought it would
be like a little bit lower.
- Really?
- Yeah.
- Why did you think that?
- I don't know.
We thought
it would be really high.
We've known you're amazing
all along.
And was it way higher...
...than you thought
that it would be?
It was, well, I thought it
would be really high...
...because I've seen you
doing so much reading.
Yeah 'cause last year, I was
in here doing my I-ready...
- Do you remember that?
- My diagnostic...
...and I went through
every line.
I know.
And then this year you
didn't even need my help...
...at all
for the diagnostic test.
Let's do something different.
I'm sorry
you're not feeling well.
We're not gonna do that one
because it's all dirty, okay?
Let's just do this, okay?
We do that one, I know.
I know, I'm sorry.
I'm sorry. I'm sorry.
Yeah.
I think all
the time about the fact that...
...I still have parents
calling me...
...and reaching out to me, to
tell me what they're willing...
...to sacrifice just for school
to be a place of hope.
Yay.
I really think
that most administrators...
...and teachers care about kids.
But once a student...
...is moved into
a special education classroom...
...they rarely,
if ever find their way back.
It's a one-way street.
The separateness...
...that happens so early on...
...eventually leads to a
space where our children...
...spend more time
with adults supporting them...
...than with peers who are
in relationship with them.
At the end of the school
journey, all of these adults...
...who have been
supporting them, go away.
And the relationships that
most of our students have...
...are not a part
of these students' lives.
They are alone.
They know no one
in their community...
...and no one truly knows
who they are.
Often the first
question that I get is...
...well, what should we
do first?
Or what should we do
to make a change?
We can decide
to think and do differently...
...as quickly as tomorrow.
Kids have never been
the problem here.
Our children
have always been ready...
...for schools
that belong to all of us.
Hi! Hi!