[00:00:02] Speaker A: Hey everybody. Welcome to another episode of youf're the cure. I'm Dr. Ben Edwards. Got a great show today. We're going to talk education.
You know, a lot of the shows this year have been about exposing some dark stuff out there and that's a little depressing.
But we're supposed to shine the light of truth into that darkness. So we've done a lot of that. But it's also good to highlight where the kingdom is coming into the earth, where there are sons and daughters of God most high that are following his spirit and trying to rule for the benefit of others and especially kids.
And we're going to talk about that today. All these systems of the world, the medical system, the education system, the agricultural system, finance system, the political system, all these systems seem like they're being exposed is so corrupted or just off target.
And of course, we talk medical all the time around here. So I love when we can talk education.
And there's this blend too. We're going to get to that. There's this amazing piece of the puzzle when it comes to the mind, the development of that mind and learning.
So you're going to see a beautiful story unfold here in our our journey today before we jump in with our guests. So I've got to make my announcements this weekend, August 14th and 15th. If you're in the Oxford, Mississippi area, there's still tickets left for need your Cure.
A lot of great lineup there. A lot of great speakers. Hilda Gore will be there, Matthew Gay will be there. Dr. Ben Rawl will be there.
Of course, Sue Becker will be there. It'll be a great conference at the Oxford Conference Center. So check that
[email protected] for tickets.
And then we've got at Sovereignty Ranch, September 11th, Food is Medicine Conference. You can go to SovereigntyRanch.com get more information, check out the speaker lineup, get your tickets there. I'll be speaking at that one. And then in October, Etta Hills Regenerative Farm Conference. It's the first annual. That's Alan Williams and his gang out there. Gonna be a great conference. Alan's been on the podcast before. He's an awesome guy. Talk about Kingdom guy in the regenerative agriculture space.
But Etta Hills E T T A Etta hillsfarm.com get your tickets. Two day conference. Lots of great speakers there too. And then lastly, Wise Traditions Conference or annual conference, that's in Washington, D.C. october 16th through 18th. And you can get your tickets at wisetraditions.org Thomas Massey, Dr. Joseph La Doppo, Molly Engelhardt, Joel Salatan, Corsali, Fallon Morell will be there. Dr. Natasha Campbell McBride, Catherine Austin Fitz, and Dr. Chris Kenobi. So many great speakers. But wisetraditions.org I'll be speaking there on Sunday the 18th, so check that out. Okay, that's it for the announcements. Let's dive in. I love kids. I love helping kids succeed. And I know my two guests today do, too, do love that as well.
Honored to have Cassidy Luna on the show. Repeat guest. We've had Cassidy on before. And as I think a lot of y' all remember, she's one of our nurse practitioners here at Veritas Medical. And then we've got Sarah Byers joining us today. Sarah, welcome to the show. And Cassidy, welcome to the show.
[00:03:23] Speaker B: Thank you.
Thank you. Thank you for having us.
[00:03:26] Speaker A: You're welcome. We've got some exciting news to talk about. And Sarah, I'm going to let you really talk about it the most, but Legacy Cornerstone Academy, a new school that's just being developed and launched and, and taking enrollment right now. Actually, we're going to talk about that today. The heart behind that, why is that academy being developed? Why are you and, and your husband Mike doing that? And what, what motivated you to do that? And of course, we'll, we'll get into more of the detail of what sets this school apart, the uniqueness of that and the part that Cassidy Luna is playing in her.
You know, Cassie wears a lot of hats. She's a mom. Hear the dogs in the background.
[00:04:10] Speaker B: Yes. She's.
[00:04:11] Speaker A: She's a wife. She's an amazing nurse practitioner. She's a entrepreneur, and she's got a, the second hat she wears in the business world, Resilient beginnings. And we'll let her talk about that here in a minute. But, Sarah, let's let you start and, and just kind of explain your heart behind the Legacy Cornerstone Academy.
[00:04:33] Speaker C: Okay. Yeah.
So my husband and I have seven children and six of them are now all the way through high school. We just moved in our two daughters to college today.
But the reason that Legacy has started was a thought that I had in my mind just a couple of months ago. And do you ever have those feelings, feelings that they just won't relent? Yeah, this was one of those. Like, I never dreamed that I would be a part in opening of school.
I'm not an educator, I'm not a teacher.
But this thought of, I've raised these kids. One, one of the first thoughts was, what am I going to do now? Like, without the noise, without the chaos, what am I going to do? And that's something that I sat with the Lord, asking him, what do you have for me now? Like, I could go in and I could work in these, in other businesses that we have, but it didn't seem right. So I just kept asking him and kept going and building.
And this thought just came in my mind one day, what if we start a school?
And I was like, okay, that's kind of random. And went and talked to some of our really close friends. They're also our pastors.
And I was just like, what do y' all think about that? What is your need? And the more I just kept doing that with people, the more this thing became a burning fire inside of me. Of, no, it's not. What if we started a school? It's. Let's start a school. Let's go and see what kind of change that we can bring about to this. Because we have great schools in Lubbock. We have Kingdom schools in Lubbock. But what would.
What would we bring that would be different? And about that, what was something that we saw with raising our kids that we needed that wasn't being offered in our community?
And so it just wouldn't relent. And I started waking up and just asking the Lord, what do you want?
What is this? What do you have for me today?
And then God started doing what only God does. And the people started coming along, and the opportunities started coming along, and timing just started falling into place with lawyers and with CPAs and with Cassidy and teachers and people wanting to interview people wanting to clean the school, which at that point, we didn't even have a school. We didn't even have a building.
And doors just kept opening and conversations kept happening, conversations that I never could have planned. Um, I talked. I've talked to so many people now about curriculum. I didn't even know that there was such a vast amount of information out there for curriculum. I. I thought that it was just kind of compartmentalized, and you guys kind of chose what you wanted, and it's not there. It's. It's a plethora of knowledge out there for curriculum.
So this really started with a thought, and that turned into, are you going to turn it into an action? Are you going to believe that I am who I say I am? And are you going to be obedient? And that's how Legacy started.
[00:07:45] Speaker A: Wow, that is so awesome. And it's such a great example and encouragement to others, too.
You know, with so much going on in the World and Jamie Winship and I talked about this. You know, the solution is really what, what you just laid out, Sarah. It's seeking the kingdom first. It's asking, it's listening. And then when you get that, you go with it. You trust it and you go with it. Even though you don't have all the things, you know, planned out, it's walking into that unknown.
You, you hear that invisible word, you trust it and you, you keep going, you pursue it and, and God will keep bringing the people and the creative thought will come and just all the, the doors opening like it sounds like are happening with you. So just wanted to highlight that for the listeners and whatever walk of life you're in, that's, that's such an example of this. How God's kingdom is going to manifest in the earth is his sons and daughters being obedient to that word. Like you're, you're being so. That's so cool.
Well, so I don't know if you want to maybe explain a little more on what this school is, sets it apart or what's it going to look like? How's it going to be some of those kind of details if a parent is interested. On what, when you said what did we need that wasn't offered or wasn't in the community that we needed?
What are some of those things?
[00:09:04] Speaker C: Yeah, so one of the, my son right now that is still in school is he just turned seven, I was about to call him six, he just turned seven.
He's going into second grade and we found out in kindergarten that he has a more photogenic mind. So he's learning a lot by memory already.
And we were having a lot of difficulty with what we needed to do to help him to read because he could repeat whatever you wanted him to repeat. He could see something and automatically know, but there was no connection to what it actually was. Like what is an A? What is. Like what is it that I'm seeing in instead of. He's just repeating it instead of having this understanding of what, what is going on.
So that goes with the question of like who do I want him to become? Because like all of my other children that I've noticed is I would have loved to be able to cultivate an environment for them to where it would fit their needs.
Like a hands on learner or the one who needs to be out and working on a car and he can listen to something and retains and he learns. Or, or my daughter who loves being in the classroom and having a book in front of her and having a teacher in front of her, she thrived in that. But not all of my kids did thrive in that.
So what, what do I want John to become?
So education really matters, academic excellence matters. And I want him to be able to read well and write well and think critically and communicate well. But I haven't found anything where I could put him in that's going to be helping him become who God created him to be. What is singling out for him, specifically the gifting in who he is that's going to be called out instead of grouped in as a class or grouped in as an age. And so that really for me and how I'm envisioning what legacy is going to be at least this year, I don't know what it's going to be forever is building in and really speaking to the identity of who these young people are and not just seeing them as kids who we need to have somewhere so we can go to work, but as people who God created, who have identities and callings. And what if we seek that out? What if we help them find what that is in them? What if we help build and cultivate their relationship with Jesus for these hours that we have them in the classroom? And how can we bring in education to just develop a whole child, a well rounded whole child.
[00:11:53] Speaker A: Wow, that's amazing. To bring the identity piece because we are each so uniquely made and to have the space and the flexibility to identify those unique identities and foster that ultimately, like you said, help them be who God made them to be. How incredible. I mean, just, I'm thinking about my education growing up and in general, the American education system, kind of that cookie cutter, wherever one size fits all and you got to sit in that chair for eight hours and you're gonna do this curriculum. We're all doing the same curriculum. Here's a standardized test. You got to make your all A's and get to your college and get to your stuff and then get, get your school debt and then get a job to pay for the school. I mean, how many people, people are jumping into college this next week or two, having to pick a major at 18 years old. They don't know their, their identity even, and they're trying to figure out what I'm going to do. And now they're locked in and then they graduate and they find out they don't. They hate that work, but they're kind of stuck in it if they can get a job. So speaking of that identity part at the beginning, how incredible that is to be able to add that piece of it. That's amazing.
So, I mean, you maybe have kind of answering this with that part of it, but what are.
What's your vision for when these kids matriculate through the school and go out into the world, these young adults?
I mean, have y' all thought through that? Like, what's the goal? What. What kind of students are you really going to be graduating? What kind of adults are you going to be hoping to be kind of putting out into the world?
[00:13:34] Speaker C: Yeah.
So what I hope for my children and what I hope that I've helped them to attain already, for the ones who are adults already, is who are they?
What is it that they think about themselves? Where. Where is their character deriving from? Who. Who are they? Like, what. What do they believe about their identity?
I hope that going through legacy will help kids just build in who they are. I hope that people notice their character. I hope that people notice their integrity, their kindness, their wisdom, their humility, a resilience for anything that life throws at them. For those curves. Whenever you don't know where you're going or what you're doing, but you can hang in there, or for whenever life is hard, what are you anchoring to?
And I hope that legacy gives them a love for God and a love for people, a love for themselves, and that they're just confident in who God created them to be. And if I think that if we can develop something that can just help humanity understand that they are loved, that God is who he says he is, and he did die on the cross for us, and he did create this world so that we can enjoy and it. So it can be exceedingly, abundantly above what we ask or see.
Why. Why can we not have that world? So if we can create a method or a process to help people live in a way of knowing and growing up in this, knowing of who they are, then the possibilities after these 12 years are endless. They're walking in a confidence that's unstoppable.
[00:15:16] Speaker A: Yeah. So cool.
What?
You know, for parents that are intrigued by this, and I think a lot will be, especially that follow our podcast. Because we talk about identity so much.
I mean, what can they expect as far as, like, the experience for their kids there?
[00:15:37] Speaker C: So it's going to be geared toward where they are at developmentally.
So the day to day is going to look like we're gonna have a chapel, we're gonna play outside, we're gonna eat outside. There's going to be a lot of movement there's going to be a lot of going back to just living while moving your hands, while moving your body.
And I think we're training our teachers, I don't think I know that we're training our teachers to be able to one have that relationship with Jesus. And we've got people and resources in place to be able to help our teachers to understand that as well.
Just not that they're not living in it, but to be able to be more confident as the world that we live in doesn't think this way, but they'll have those resources for themselves. And then also we've put them through the Identity Impact with Jamie Winship. And that course teaches them how to get on a child's level and speak to a child about Jesus.
And so it's going to really be a submergen, a submersion into who am I? And a teacher will be able to walk along that child while they're learning.
We're also not going to neglect the, we need to learn how to think and write and know math.
Then that's where our curriculum will come in. And so our curriculum is now called ministry.com and that's a classical curriculum.
And the reason that we chose that is because it teaches to the whole child as well. It doesn't teach them just to look at something and memorize it, but it teaches them to understand it. And it teaches us how to think and not what to think so that we're forming our ideas and our understanding based on the truth.
[00:17:32] Speaker A: So good.
What, what would a parent need to know or expectations on the parent partnering with the parent? How much parent involvement is, is needed, required or encouraged? What's that look like?
[00:17:47] Speaker C: Oh yeah. So I, I don't want to take a place of a parent. I don't want our school to take a place of a parent. I want to be able to partner with parents who are wanting to grow in this way, who want to be able to cultivate an environment for their kids to live in so that the child can grow. So we, we want this to also be something that's followed through at home, something that's already in like a way of thinking that they have so that this isn't just an at school thing, this is a way of life.
So we, we want to partner with parents. We want to come in as a community to raise children.
[00:18:29] Speaker A: Yeah, really exciting.
I know. There's this unique piece to it. I mean that's why Cassidy's here. And resilient beginnings that we'll let Cassidy explain all that.
But.
But maybe. Last question for you. Of course, you can chime back in later too, Sarah, but what. What do you hope a child who goes through legacy spends those years in this environment you just described, which sounds amazing, you know, cast a vision of what that child would look like 10 years down the road, you know, the kind of impact they might be having. What. What y' all's kind of do you have you had that vision? If you had that dream, have you have that in mind?
[00:19:18] Speaker C: Well, I know what. How I want to raise John, and I know from raising the children previous to John.
I was. I was young whenever I raised those children, and I didn't really know. And I was healing and understanding and growing. And God used. God used that as well to get us to where we are now.
But he's given that so I would know. And for John, I want him to know Jesus. I want him to know that he is loved no matter what. Because Jesus does not give us stipulations on his love. It's unconditional. And I want him to be able to hold his head in any room that he walks into high. I want him to have integrity and kindness, and I want him to be humble, and I want him to be a lover of people and a lover of God, but I want him to also have a confidence because he. He knows who he is in God.
Something that I'm doing with John that I didn't get to do with my other children because I just wasn't there yet, was to go to a secret place with the Lord. And that. This is something that I. It was. It was a word that was given to me. And I just started asking God, what is that?
And somebody had said, hey, the Lord has a garden for you.
I don't know what that is. And so I just went to the Lord and I was like, what does that mean?
Is this like an actual garden that, like in real life that you have for me? And I went to this place with him in my imagination, and it just developed over years. It's developed. And that's something that I learned with. To do with John.
And now John, after doing this with him since he was about two years old, he has created this entire place where he can just go and be who he is with the Lord.
And he talks to. We talk about it every day. We'll talk about it at night. Where are we going? And then whenever we wake up in the morning, what did you do with Jesus last night? And it's creating this very confident, very kind, very considerate person.
And that's. I hope to develop that.
The education will come, the learning to read will come, the, those kind of things. Like we, we can't live in the world and not learn anything. Like we're, we're going to be able to be great learners and great thinkers because of the world that we have.
But who else is going to teach him to love Jesus?
And how are we going to develop that relationship?
And with, for me, I had my 21 year old son, passed away last year and that changed the perspective of life.
It doesn't really matter about our accomplishments here. It matters about going through the hardest seasons of your life and realizing the character and faith and resilience because you know who you are in Christ. And it matters far much more than anything else. And just having that perspective, I think that that is shaping every decision that we're making right now.
[00:22:36] Speaker A: Wow, that's so awesome and such an amazing perspective to have.
And you're right, the learning will come. But that character development based in relationship with Jesus is, I mean you just can't, can't compare that to anything else in, in the education realm. I mean, Scripture says the Holy Spirit's our teacher, he's our counselor. He'll lead us into all truth.
I mean just imagine what can be accomplished if people actually believe that and they cultivate that relationship and they have curiosity and they have conversation and they trust because they know God is loving and he will not leave them or forsake them. He will provide, he will make a way. And when you're in that relationship, you can develop that confidence to go forward into the unknown like you're doing with the school. So that is, that is so cool. That is amazing. Really incredible.
Well, I mean any, I didn't want to cut you short on moving on to Cassidy, but any other things you want to talk about when again we can circle back to later in the conversation. But just with the school in general, you know, you mentioned classical education. Some people may not know exactly what that means or just any other, any other points you want to get across on the school itself,
[00:24:06] Speaker C: I'm not really sure. I know we're going to be adding just things as they come and just asking the Lord what is it that you want for this? And then as we grow, we're going to be able to add in art and music and travel and what it, what it is, like what it is to live in nature, like what. How do we, how do we implement those things? So those are things that we're, we're looking into. And just as we go and the days go by, just what do you have for today, Lord? But as we're also growing, what do you want this to be?
[00:24:41] Speaker A: Yeah.
[00:24:42] Speaker C: And I'm just excited.
[00:24:44] Speaker A: Yeah. Two great questions to be asking.
And, and part of that reminded me when Jamie was on a few weeks ago and he. He talked about the characteristics of the kingdom versus empire and uncertainty, mystery. I think empire, certainty. We. We want everything to be so certain and laid out and we know all the future stuff and really control rooted in doubt and unbelief versus mystery.
And that's what you kind of were describing. We're gonna just ask the Lord, what do you want us to know? And do what additional things? What do the kids need? What do you want to do next? I mean, that. That's so awesome.
[00:25:21] Speaker B: Yeah.
[00:25:22] Speaker C: Yeah. I think that we're just his children playing in his kingdom.
And how can we. How can we go wrong? How can we make a mistake whenever we're in that kind of environment and mindset with. With these kinds of things was where the perfection is not the goal here.
So I think as we just learn to live in our humanity as we're humans, that's how we were made.
Why I. I think I've learned something that I've learned a lot over the last couple of years is just I've always wanted to kind of like wish my humanity away because I wanted to be the best that I could be. I want my life to be a sweet fragrance to the Lord. And the thing that I've been learning over the last couple of years is it's okay to be a human. That's what we were created to be.
And how can we live for Jesus and be a sweet fragrance without being what he created us?
So we're just. We're just learning to love Jesus.
[00:26:21] Speaker A: Yeah.
So good.
Well, thank you, Sarah. That's so encouraging. I know it's going to uplift a lot of people, even if they don't have kids or don't live in Lubbock, aren't going to utilize the school just knowing.
Just a great example for others to move in their kingdom identity and establish more and more and more of the kingdom here on the earth. So thank you for sharing all that and definitely chime in. I know Cassie's got a lot to talk about and I mean, shifting gears a little bit, but let's. Cassie, you. Maybe you can explain how do you fit into this puzzle of the new school launching and with what you're doing, what you've been learning. You've been on the show before, talking about some of the new stuff. You've been learning about development and the difference between the brain and the mind. But share a little bit, maybe on the background, how you got into what you're doing, specifically with Resilient Beginnings, how that started, what you're doing, what that even is, and how does that marry with the school?
[00:27:19] Speaker B: Perfect.
Yeah. So I obviously am a pediatric nurse practitioner at Veritas, but founder of Resilient Beginning. So over the last several years, the work really shifted from asking the questions of how do we help children learn better?
To really what.
How does a child become capable of learning in the first place? So how. How do they even learn? And so at Resilient Beginning and what kind of really geared me there is really studying the development and the foundations of these kids, really, how they think, how they learn, how. How do you create emotional regularity in these kids and how do they grow?
And so I love the partnership between Legacy and Resilient Beginning. We, when we sat down to talk at the beginning of all of this, we were both asking the same question, is how do we help kids be who God created them to be? And that's what Resilient Beginning was founded on. That's what the school's founded on. So I think it's a great partnership overall, and we can kind of get into some of the neurodevelopmental stuff as well. But I've loved the buyer's heart. I've loved getting to know them, and so I think the synergy is amazing between the two.
[00:28:46] Speaker A: Yeah.
Well, let's start with what you started to discover and learn. I mean, Cassie sees a lot of kids for us at Veritas here, and a number of those kids have some sort of neurodevelopmental mismatch or delay or whatever label you want to put on it. But something's not connecting the right way, and there's different approaches to that. But kind of talk about what you've been learning over the past few years in that regard, Correct?
[00:29:15] Speaker B: Yeah. So really, just in education overall, I think some of the wrong questions have been asked. In our performing world, we seek to how do we teach kids how to read better? How do we improve those math scores? Like, how do we get them on grade level? So those are all the questions that our performing world is asking.
But the question that's probably underneath all of that is, how do we teach a child to become capable? Or how do we know a child is capable to learn? In the first place. So how do we look at that child? How do we know, how do we understand that they can improve those reading scores, that they can improve those math scores? So are we asking them to do things that they're just not quite capable to do yet? So I mean, kind of elementary thought, but children aren't born to know how to reason, right? They don't. They can't visualize, they can't plan, they can't organize, they can't regulate their attention.
And those aren't subjects that are taught in school at all. Those are actually developmental achievements that these kids have to go through in order to be able to learn those things. And so that's where I think education and development overall can start talking to each other and improve these kids lives in several different areas.
But when you look at development overall, it starts simple to complex, right? So a child, you can't really explain the world until they actually experience it. Just like you were talking about with children. John, he couldn't explain the A on the paper because he hasn't experienced it. How do you experience 3 marks on a page? Right?
So you can't write until you actually know language.
Kids can't think abstractly until they build concrete understanding of concepts overall.
So. And also they can't think deeply, which we're asking them to do as adults, right? We want them to be strong adults that love learning, that love God, that, that are living for his kingdom.
But we have to build that foundation first. So. And this happens in layers. This isn't something that happens overnight. It's not something we're born with.
And so what, what we've kind of at resent beginning is that's what really kind of shaped the work that we do and the work that we do in the clinic. So, so we work in the clinic and then we're partnering with Legacy. But really what shaped it is to teach the child to build the mind and to cultivate the heart. So having the being who God made them to be in there. So it's not learning overall isn't just acquiring more and more information, but it's the capability of the mind to be able to draw in that wisdom and then use that wisdom. Right? And so also too, whenever I talk about brain versus mind, the brain is like an amazing, absolutely amazing organ.
It's possible for, I mean we, language, perception, we need the brain, right? But the mind is something different. And the mind is what we, how we experience overall living, how we imagine things, our understanding, how we create meaning from life, how we choose right from wrong. That's the mind.
And engage in the world, create relationships. Right. So the mind is really taking into consideration and the brain, the brain, I'm not negating the brain, but the mind is so much deeper. And the mind, the mind connects all the other senses together as well. So what we're doing is we're building the mind, not just simply building the brain in these kids.
So we want them to be able to regulate themselves. We want.
And so by doing that, you.
You have to move. So movement is a big piece of it. Building relationships and being able to understand those relationships is big emotions and really just cultivating the whole person overall. So what we're talking about is really just building the internal world of the child and more so the internal visual world of the child. So again, whenever I talk about. So we differentiated between mind and brain, but also vision and visualization to too, I think is really important to understand vision.
When you visualize things, it's not just simply a 2020 chart. It's not looking. It's not visual acuity, though, that's important because if you can't see, then it's really hard to differentiate what you're looking at. But visualization is the mind of a child. So how well can they hold things internally? How can, how can they manipulate things? So being able to visualize and being able to see scenarios in your mind, you're able to manipulate and to change things in your mind. You're able to solve problems.
You're able to come up with creative ideas, plan, execute, think about the future. Right? So predicting, I mean, that's huge.
So without the visualization, and that's kind of the highest order of thinking for children in development is that visualization piece, they're going to be stuck in learning. You can't, you can't make sense of an A on a page without creating that internal image and experiencing it overall.
So looking at the internal structure of the kid, looking at the development of the kid, where are the holes?
Fixing those holes. And then the child has freedom to think overall. So when you think of. So just an analogy, when you think of a cathedral, I mean, when you walk into a cathedral, like, what are the. What are the things that stick out to you?
[00:35:58] Speaker C: Stained glass.
[00:35:59] Speaker B: Stained glass. Stained glass. And all the architecture and all the intricacies that, like, man, this took.
I mean, how long did this take? Like, years and years. You're not walking in on the foundation and like, oh man, this is a great foundation. Unless you're probably my husband and Then you're really recognizing that the foundation is pretty solid, but you're not, you're not looking at the foundation. But when that foundation cracks, then everybody's worried. Right? And so, so when we talk about education, we talk about foundation, we talk about developmental foundation of these kids.
The curriculum is important. The, the classical curriculum is important, and the teachers are invaluable.
[00:36:42] Speaker A: Before you go into that classical curriculum, Cassidy, can you give an example of these babies being or born?
[00:36:51] Speaker B: They're.
[00:36:52] Speaker A: They're growing and experiencing the world, these foundational pieces in that development. And we're talking the brain and the mind making connections, growing physically, growing energetically, growing all kinds of growth patterns.
And there's an order to it.
[00:37:13] Speaker B: Right.
[00:37:14] Speaker A: Can you talk about when, what happens when things get out of order, if you miss a step or if a step gets delayed or blunted or cut off or stopped or whatever.
And are there things we're doing in our education system or otherwise nutritionally or whatever that is kind of causing some of this mismatch in that development? What does that look like in terms of how the kiddo is going to be manifesting that? And acting or not performing in school or whatever might get labeled with some label, but spend a little time kind of showing us in the real world what that might look like? And are there things we're doing that's causing that?
[00:38:02] Speaker B: So, yeah, when you look at developmental hierarchies and you look at those milestones. So movement is our first teacher, right? So when we.
But we move before we understand language, babies are moving. Babies are learning. Babies are understanding how to move their body first before they understand any words.
So we have movement and then touch. Now, then we start feeling sensory. And everything's sensory. Everything's in the mouth, everything's. We're tactile.
Then we have the verbal piece. So then we start understanding language and we start understanding. Even we understand verbal, verbal, and non verbal language. Non verbal language comes after because they can. And I always say this, but my kids know when I'm mad. Hey, mom, are you mad? Just by the look on my face. So they. So we have movement, touch, verbal and then visual is our highest form of developmental hierarchy. And, and that's how we're going to experience. That's how reading becomes fun. Because when you sit and you read a book, you. You're in the story. When you're able to visualize a conversation just like we are today, you're able to experience the entire conversation, not compartmentalize it. You're able to perform math you're able to write effectively if you are able to visualize. So it's our highest form of development. But what happens is when some of those developmental milestones are missing.
So let's say if we.
We have a kid who's going into kindergarten and they are still very tactile, they want to touch everything.
That means their eyes have not quite fully developed in order to be able to experience their environment that way. So they're still. They're still experiencing their environment with touch. And so they have to pick up everything that's going to be labeled as adhd. So that kid will go to the doctor. The teachers say, I just can't keep him. I can't keep him still. He's. He won't sit in his chair.
When he's in kindergarten, he won't sit in his chair. And he is all over the place. He needs to move. So in that movement phase too. So movement, touch. And, um. So let's put him on some medications to kind of help focus him in and concentrate him in. So put him on medications. It kind of helps collapse down a little bit and helps him focus. But then you're also sacrificing some other things as well, which we don't have to get into. But so then they get a label. That kid gets a label. He carries on that label. The world tells him that he's that, and that's what he lives with too. So that's what I love about resilient beginning and I love about legacy is these kids aren't going to get labels.
They won't come. I will do the assessments on the kids, but I'm not going to give your kid a label.
Dyslexia is kind of a big one, but it's an ability to differentiate between space. So, like, they are unable to know their surroundings. They haven't experienced their surroundings in order to be able to perform academically. So they're trying the best they can. And a lot of times that's backwards letters.
And so the. And struggle reading. And so. So you're. You're gonna. When some of these are. When these developmental milestones aren't appropriately intact before they hit the academic setting, they're going to come to the setting and they're going to come to the. To the school with the tools that they have, and they're going to try their best and they're going to keep trying. And they don't want to disappoint their teachers, they don't want to disappoint parents. And so they will try and try and try, but if they only have the tools that they have and we haven't prepared them enough developmentally, then they're going to get labeled.
And then a lot of times what happens is then we practice that. We practice that over and over and over again rather than looking at where, where's the hole at? Like where's the root cause of this at where is it the eyes? Is it we still have primitive reflexes that we're holding on to?
Is it what, where, where are those developmental holes?
And then where can we fill those so then the child can succeed and then all the symptoms of dyslexia, of adhd, everything goes away.
You let the child move, you build him up in his environment that he thrives in and it's beautiful.
[00:42:49] Speaker A: So what you're saying, this is kind of for layman term purposes.
There's neural pathways, nerves are trying to grow and connect and make all these, you know, hardwired connections basically. And every unique child's doing that in a unique way. As far as timing of that, I mean there's some maybe broad general by this birthday, 90 of kids are, have connected enough of these nerves in this pathway moving up that ladder you mentioned from movement to tactile and on.
But some may for whatever reason not made all the connections on one of these levels.
But then you move them into a curriculum or a school grade level where they're expected to have those connections made and they're not, they're just not there yet. Doesn't mean they're dumb, doesn't mean anything except for that unique person. He needed three more months or six more months of playing in the sandbox with a bunch of toys and the tactile thing and then move on to the next level. And, and basically what you're saying is when someone's delay or just not, not there at a certain level, but then the academics come in and kind of force you to, you're supposed to be performing a certain way, but you just don't have that.
You're able to identify that. You're able to then pause that, put them in a different environment or give them some exercises to do, or just give them the time and the encouragement and the love and the movement and all the things. But it will be a specific, hey, you need to for this kiddo.
He needs XYZ environment.
Let's give him a little time and space. Let's reevaluate him. Oh, he's made the connection. He's ready for this next level. Basically. What you're saying, correct? Yeah.
[00:44:35] Speaker B: And that's what we're going to do at Legacy. They're going to be in developmental ages overall, so every kid will be placed in their developmental age. But two, we're not singling kids out. We're not pulling kids out. We're not, we're not pulling them. That's one of the biggest things that the year my son was back in public school was when he was pulled, he knew he was pulled. And we saw a lot of behavior issues at home. He wasn't going to show them at school, but at home. And I think I've shared this with Story before on the podcast, but we, it, it's emotionally damaging to these kids. Even if they, even if we are going to the gym to play games like they other kids know and they're, why is Johnny being pulled out? And so it's, we won't, we're not singling kids out. We are creating an environment within that classroom. That teacher's going to know exactly what that kid needs. Playing the same games, giving them different rules. Nobody's going to know. But that kid's going to thrive and that kid's going to experience what he needs to experience in order to create those, fill in those holes. And then all the other kids are going to be playing right along with him. So it's, that's what I think is going to be very exciting about this opportunity and experience. The kids are, it's going to be fun to see them grow in groups and thrive and build each other up too. I mean, you need community and, and so I think it, I really like this model overall.
[00:46:01] Speaker C: I love that what Cassidy is doing is something that we can just implement into a school.
But the curriculum that we chose, it leaves space for this so that we can manipulate the curriculum instead of trying to keep on track with like a pace.
But it allows for the kid to have curiosity and wonder and allows for them to be able to ask their questions and go in and actually learn what it is.
But then it takes away what Cassidy is coming in and doing and having like all of the kids do this playing activity is, it's taking away the comparison component. And so the kids are feeling more confident in who they are even though that they're developing differently. I don't, look, I mean, I don't, I'm an adult. But John, my 7 year old, doesn't go into a room and be like, oh, he's different than me. You know, he goes in and he's like, hey, you Want to play?
Yeah, he'll go in into this environment. And it doesn't.
They don't. Kids don't label other kids. They don't label anything they're learning.
So I really just appreciate this to where we can implement not only the educational side, but we're building an environment that is creating just this.
It's conducive for the whole person.
So we're coming in and taking away that comparison component. And I think that's going to be super powerful and to watch it unfold.
[00:47:35] Speaker A: That's awesome.
And Cassie, just maybe speak to this a little bit and clarify when you're talking about playing and moving, you're not just saying go out on the playground and have recess. I mean, that. That can be part of it. But actually organized play with curriculum and teaching, like intermingled into it. Can you. I know that's kind of hard to maybe give real detail without being there and seeing it in action, but.
[00:48:00] Speaker B: Right.
[00:48:00] Speaker A: Speak to that a little bit.
[00:48:02] Speaker B: I mean, movement with intention overall. So we, and I, I mean, I. I think we've, all of us remember like doing bear cross and people PE and doing all of these things that are actually primitive reflex, integrative reflex exercises, but they've taken those away. And really it's been not intentional play.
Maybe working some on coordination, but it's going to be a little bit more intentional on building those primitive reflexes, especially for the little ones. But then also, what we're seeing retained primitive reflexes even in older kids that can't emotionally regulate themselves because their primitive reflexes are intact. And so just briefly, primitive reflexes are what we're born with. They are our reaction to the world whenever we're born. And so it's our. It's how we survive our environment.
And it's just an. It's a automatic response without our brain being able to tell our body what to do. So what happens is at certain developmental ages, those primitive reflex will become in. We want them to become intact, which means we want our brain to be able to tell our body what to do rather than startle. So one of the biggest ones I kind of explained to parents is the Moro reflex. Everybody's like slapped a table and seen a baby do this. And so that's a startle reflex. Now when you're 11 and you hear a noise and you do that, it's kind of jolting. So you're startled, you can't pay attention, you can't emotionally regulate because that just distracted you.
And so we're Seeing even older kids with retained primitive reflexes. And so a lot of intentional movement in the classrooms that these teachers are going to know and know what to look for as well.
When a kid's sitting in his chair and he's wiggling around, he's looking around. I mean, they're going to know how to identify what these retained reflexes look like and what exercises or demands that they might be able to.
To do with these kids. So giving one kid who's a little bit more retained in their primitive reflex an easier task to do than a kid who's probably pretty integrated, then we're going to start working on balancing and equilibrium and giving them a little bit harder task to do alongside of them. So it's just intentional movement. But the recess also is. I think kids play. Kids don't get enough time to play nowadays either. And just that free time and that imagination building that they do on the playground, every kid's gonna do it. All the girls are gonna get together, all the. All the boys are gonna get together, and every kid needs that imagination building too. So that I think, is huge. And then the sunlight, you talk about the sun sunlight all the time, but helping us regulate our circadian rhythm, helping us regulate our metabolism, helping us regulate our visual imagery just through getting a lot of that sunlight overall. So lots and lots of movement, mostly intentional in the classroom, but they're going to need the free play as well in order to be able to fill those developmental gaps.
[00:51:19] Speaker A: Yeah, that's awesome.
I think I cut you off while ago, Jurgen.
Starting to talk about classical education maybe, and we've got like 10 minutes roughly left, so any high points you wanted to drive home or explain or expound upon more?
[00:51:36] Speaker B: I don't think so. I think I was really just. I mean, the curriculum is important and the teachers are important, but really, I mean, every. All of that and technology. Technology mean there is a time and place for technology as well, for learning. But all of that is built on foundations. And so if you don't have the foundation correct, if there's cracks in the foundation, if it's unsteady, then these children will struggle with the tasks that they've been given.
And so teaching the teachers what to look for through this and. And the classical curriculum, I think is amazing. It's building character, it's building wisdom in these kids and then adding in the piece that we can resilient beginning can come along with and help them create a visual representation of the lesson first to kind of help these kids grasp it a little Bit better.
I think is going to be a great marriage of the two overall.
[00:52:39] Speaker A: Yeah.
So cool.
We'll talk. Talk a little bit. Maybe Sarah, you could or both of you could just some of the practicals of it.
Like when does this start? Can people sign up? What's it look like? You know, days a week and just all that kind of stuff. The practical stuff.
[00:52:59] Speaker C: Okay, so we have our enrollment live right now on our website. It's just www.legacycornerstoneacademy.com.
there's a spot if you're in financial hardship where you can apply for a scholarship and that will go through process there.
We're going to be operating as a school Monday through Thursday, 8am is our start time and we're gonna tier our pickup time. The littles will be pickup at 3 and then first through third is at 3:15 and then fourth and fifth will be at 3:30.
[00:53:38] Speaker A: Okay, awesome.
[00:53:40] Speaker B: Start date September 1st.
[00:53:43] Speaker A: Okay, what about bring your own food or food provided.
[00:53:48] Speaker C: We need you to bring your own food because we have a kitchen but we don't have it full yet.
So we will have our students providing their lunches and then two snacks.
They're with this much movement. Movement, they get hungry a lot. So a morning snack and afternoon snack along with lunch.
[00:54:09] Speaker A: Okay.
[00:54:10] Speaker C: And location website location is 71128 Second Street. It's close to the corner of Upland in 82nd.
[00:54:21] Speaker A: Okay, awesome. And what's the best way to follow y' all or get more info? Is that social media or website?
[00:54:29] Speaker C: You can follow us on Facebook, Instagram, T Talk or just send us an email. And then our email is contact legacy cornerstoneacademy.com all right, awesome.
[00:54:41] Speaker A: And Cassie, what about you? I mean, Resilient Beginnings, Perfect marriage with Legacy and Resilient Beginnings, but also your standalone if people want to learn more about you and what you're doing and learning and if they think their kid maybe needs to be evaluated by you At Resilient Beginnings, where can they find you?
[00:55:00] Speaker B: Brazilianbeginning.com nos and then on Facebook and Instagram as well and just reach out. We there is a connect button on the website so you can connect there or info@resilientbeginning
[email protected] you can shoot me an email there if you want more information and I'd be happy to provide that.
[00:55:24] Speaker A: And are you able to work with kids out of town like remotely or will they need to come in person?
[00:55:31] Speaker B: We do. We do Zoom.
I do. I am upfront and honest with my parents. It's not as effective as in person. We also work with adults, too, because adults are especially with. I mean, and you shared at the beginning all the dark side of things kind of coming to light. But there's a lot of emotional regulation even in adults, and we can have even some of those primitive reflexes return as adults, and they can have some problems with processing and regulating their nervous system there. So we do. It's. It looks a little bit differently, although a lot of adults that have gone through it say, I really feel like a child going through this. But they are astonished at the changes and the quick changes, too, because our system has been there before. And so it's just a little fine tuning in order to help create that. That regulation again. So we do work with adults as well, too. So if you have any questions about that or what that would look like, then you can reach out for that, too.
[00:56:38] Speaker A: Awesome. Well, thank you, Sarah. Thank you, Cassidy and Sarah. Give our thanks to Mike, too. I know he's helping a lot behind the scenes and slide as well, and others. Y' all have got a great group.
Great, great staff. So. But thank you all for being on today. Thank you for doing what you're doing for the kids and for the kingdom, and you're just an encouragement to so many out there. So appreciate y' all spending an hour with us today.
[00:57:03] Speaker B: Thank you for having us. This is huge.
[00:57:06] Speaker C: Thank you so much.
[00:57:07] Speaker A: Well, it's our pleasure. All right, everybody. Veritas wellnessmember.com is where this will be archived and all the podcast platforms, YouTube, all that kind of stuff. We'll be back next week with another great show.
[00:57:17] Speaker B: Bye.
[00:57:17] Speaker A: Bye.
