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Briana Kim: Unified program transformed community at Sumpter Elementary
Summary
Sumpter Elementary special education teacher Briana Kim said the school's Unified program ended isolated classrooms, embedded inclusion across activities and expanded into clubs to sustain participation into middle and high school.
Briana Kim, a kindergarten-through-second-grade special education teacher at Sumpter Elementary, said the school's Unified program has reshaped how students and staff interact.
Kim said that before Unified, "our classroom was separate from most of the school. We had separate recess, separate lunch, and a lot of kids didn't know who my students were." She added that since the program began, "our community just took off and has loved Unified ever since."
The program uses a range of school activities to integrate students. "Every Sumpter Stingray has value, and inclusion really isn't a luxury here," Kim said, citing events such as Polar Plunge activities and Respect Week. She said nearly every student at Sumpter participates in Unified activities and that the school was "only the third school in the district to start at the elementary level."
Kim described efforts to adapt Unified to elementary scheduling constraints by offering clubs that match student interests, including cooking and cheer, rather than relying only on Unified physical-education offerings. She said those clubs are intended to create continuity so students remain engaged through middle and high school. "This program...has genuinely changed our entire community," Kim said, describing how partners and athletes now participate in the broader general-education community.
Students punctuated the presentation with vocal responses—cheers and multiple "Hi!"s—underscoring the enthusiasm Kim attributed to the program. Kim emphasized that the program's effects extend beyond individual activities: it provides ongoing opportunities for students to interact with diverse classmates and prepares them to be "active community partners" throughout life.
Kim did not identify specific funding sources, administrative approvals, or districtwide rollout plans in the remarks. She characterized the school's history and program choices but did not present a formal motion, vote or policy change during the remarks.
