Editors note: This is an excellent example of a test-derived drama, with a well defined plot. It starts now.

The plan was to bring it off in a quiet, intentional way, as they came out of the bus. The teacher was to pull up in
a parking lot and then walk away into a clothing and accessory store not far away. After a while, they would all
get back in the bus and drive away, leaving the stranded cars to their fate. Sensing the beginnings of a plan was
a solid clue, the rest was pure luck. They had not invited a profiler to their preparations and he wasn't with them
at all. He was a traffic and a bus tracker, which was a newly discovered useful skill in the special need school
and city programs. This special need program had a new requirement. Their students were to be watched by a
special need teacher who would be assigned to a class at a time. The students would be placed in an impersonal,
classroom-like area and observed and assessed by this new teacher. A few of the students could run about, some
could ride bikes and for the first time, some could talk and be heard. As soon as the new teacher left the room,
some of the new students started talking. Two of the new students particularly, who already knew each other,
started talking. These were two students who were in a special need class for the first time. They were in danger
of being rejected as clients for the special need program. Without the new teacher, who was not expected to
stay, the danger was higher and so it was these two who were talking, doing the talking and acting out. Two new
students who were to be placed in a special need class and were in danger of being rejected, were talking and
acting out. The key words were 'rejected, rejected, rejected'. These words were the trigger words that they had
spoken the night before at the meeting. They had been on the fly and had said these words in answer to the new
teacher's question. It was a test, a test for a professional exam for teachers, for special need teachers. * Later
that day, the special need teacher left the room and the strolling students started speaking again. This time they
were talking about the special needs walks that they would be expected to do. The more they talked and the
longer they talked on one of the new refrigerant pads, the more odd it became in the measure of how quiet it
was. The strolling students had strolled and strolled and were feeling odd. When they did talk, they were talking
more strangely, as they spoke in pairs.