Walking through the halls of Alexander Rose Elementary School, the campus vibrates with belonging and inclusivity. Vibrant hallway posters promote school spirit and showcase student projects, while designated wellness break areas give students space to re-center. Stepping into any classroom from Transitional Kindergarten through 6th grade, one might not immediately notice the inclusive practices unfolding between students and educators. According to Rose Principal Ryan Startz, that is precisely the point.

 

“You shouldn’t see it. That’s what inclusive practices should look like,” shares Startz. “Inclusivity means equitable access for all students, and when you walk into Rose, you shouldn’t know inclusion is happening. You shouldn’t be able to say, ‘That’s the student with disabilities; that’s the student in special ed.’ If inclusion is being done well and done right, you shouldn’t even know it’s happening because you just see students getting what they need.”

Strategic Commitment in Action

This approach directly aligns with Milpitas Unified School District’s Five Strategic Commitments. Strategic Commitment #4 (Focus services and support systems to ensure all learners are fully engaged while achieving social, emotional, and academic gains) and Strategic Commitment #5 (Develop creative, learner-focused strategies to ensure healthy learning and working environments).

 

“When our school site leaders ensure inclusion is the standard, current and future generations of Milpitians benefit,” said Board of Education President Chris Norwood, a product of MUSD schools.

 

Highlighting this accomplishment across the district, MUSD Superintendent Cheryl Jordan commended the school's commitment to ensuring that every learner receives the tools and environment necessary for academic and social-emotional success. In addition, MUSD Executive Director of Inclusive Services for All Learners Brian White emphasizes that close alignment between general education and special education departments ensures every child receives seamless, equal access to high-quality learning.

 

“Rose's commitment to inclusion shows what's possible when a school community takes ownership of every learner's success,” said Brian White, Executive Director of Inclusive Services for All Learners. “The result isn't just greater access to high-quality learning for students with disabilities — it's a culture of belonging and growth that benefits every student.”

Golden Bell Recognition & The MTSS Journey

Rooted in principles of equal access, equitable opportunity, and valuing diversity, the Rose educational community was recently selected as a finalist for the California School Boards Association’s (CSBA) prestigious Golden Bell Award for its “Tigers Thriving Through Inclusion” application.

 

The school's transformative journey began four years ago when Rose earned a $50,000 Multi-Tiered System of Supports (MTSS) grant. Both certificated and classified staff began taking coursework to become MTSS certified, diving deep into what meaningful inclusion looks like for a diverse student body.

 

“In doing that, we really delved into the practice of inclusion,” says Startz. “As a staff, we realized that every teacher is an inclusion teacher and needs to be able to provide support to their students, whether it’s in the form of enrichment, intervention, or just accessibility to the general education curriculum. That is what Universal Design for Learning (UDL) is all about—giving students access to whatever they need.”

Building Partnerships and Seamless Inclusion

Through close partnership with MUSD’s Special Education department, Rose developed a unified approach where every student is embraced from day one. “Our mantra here is simple: when students walk in the door, they are a Rose Tiger, they belong, and we want them to get what they need,” Startz says.

 

This philosophy is integrated into daily school life. Students in Special Day Classes (SDC) join general education peers on field trips, during morning circle time, and in shared learning activities—so seamlessly that visitors cannot tell which students belong to which classroom.

Staff Ownership and Leadership

Rather than a top-down mandate, the initiative has been driven by the staff's passion for student success. Inclusive practices are a primary focus at every staff meeting, Professional Learning Community (PLC) gathering, Target Meeting, and data cycle.

 

Reflecting on the cultural shift, Startz shares a vivid metaphor: “Initially, not everybody was ready to get on the bus, and I had to drive the bus around more than once. But we’re at a point now where we are all on the bus. Sometimes I’m not the one driving—other staff members take the wheel because that’s how we build leaders here at Rose. It wasn’t ever me saying ‘you have to do it’. We were able to gather people on the bus by showing the proof of the difference it makes—the growth in student learning, scores in belonging, and how happy and safe students feel coming to school.”

Everyday Examples in Action

Inclusivity happens naturally across all grade levels. For example, every afternoon during exploratory time in Transitional Kindergarten, teacher Wendy Lundeen opens her classroom door to collaborate with fellow TK teacher Alanna Aker and students from the Moderate Special Day Class, fostering organic social connections and peer learning.

 

Science Specialist Amanda Montoro notes that long-term consistency plays a vital role in this success. Having consistent teachers, aides, and peer groups over several years allows students to grow and learn together from an early age. In hands-on environments like science class, students engage across various learning modes and showcase their understanding according to their unique abilities. Rather than having teachers dictate their strengths and weaknesses, students independently discover them and collaborate to help one another succeed.

 

“I think it’s really helped to have a school-wide approach so when things are going well, we all celebrate together,” Montoro shares. “And when students change and their abilities change, we can make adjustments to make sure all students are safe, welcomed, and growing.”

Campus-Wide Sensory and Wellness Spaces

To support emotional regulation and mental well-being, Rose offers designated break spaces throughout campus for any student who feels overstimulated or needs a moment to re-center:

• The Sensory Room: Located in the front office building, equipped with a swing, comfortable couch, dimmable lighting, and tactile widgets.
• Classroom Calm Corners: Established in every classroom across TK through 6th grade.
• Mini Sensory Stations: Positioned along primary school hallways featuring sensory wall panels and seating.

 

“It doesn’t matter if you’re a student in special education or general education; sometimes you just need a break,” Startz explains. “Spots are laid out all over the school. If you need a break, take it.”

Looking Ahead

As Alexander Rose Elementary continues to build upon its programming each year, the school stands as a model for how inclusive practices, strong leadership, and districtwide strategic commitments combine to ensure every child thrives.