In every school building, there is a quiet arithmetic that tells the truth long before any mission statement does. It is not the language on the walls, not the slogans about excellence or equity. It is the simple count of where a child spends their minutes. Those minutes do not lie. They testify. For students with IEPs, general education minutes are not a small technical detail in a long document. They are a declaration of belief. They reveal whether a system sees a child as a full member of the learning community or as a visitor, escorted in and out of spaces where other children are presumed to belong by default. If we claim to believe in equity, then we must count the minutes where that equity is either practiced or denied. The minutes tell the story. Tracking them is how we decide to stop lying to ourselves about who our schools are truly built for.