And so take us to school for a few minutes, Curtis, because if I'm a listener and if I had to have a checklist of, of the most important things Curtis recognizes must be present for a team, for a group of people to work as a team, what should I be looking for?

Okay, I'm going to come at this from two approaches, one from a macro level and then from a micro level.

From a macro level, I think we have to look at what are four layers of collaboration that we want to see in each and every school.

And Will, I don't care if your school has five staff members in the building or 155.

So these four layers apply.

And I'm going to just walk through these really quickly with you.

And I know you're going to be able to say, yeah, check.

Like what needs to be present for that to be a productive and effective collaboration?

Can you tell us what you mean by that?

Yeah.

So it's gonna sound like just a subtle shift in language, but it is massive in mindset, and I see this all the time.

When a school says, "Well, that's a tier two student," or, "That's a tier three student," we actually work off a four tier model, and it's not about adding one more thing on top of a traditional three tier.

What we're trying to do is we take that universal tier, tier one, and break it apart to discuss what are the things that we agree we will all do, the non-negotiables in our building, and then what are the things that we could do, the s- the differentiated strategies, interventions, and accommodations.

Nobody's saying you must do those things, but they're all things that we could consider before we ever look beyond the classroom.

And so sometimes when we say, "Well, that's a tier three student," it allows a, a teacher to be able to say, "Well, that's- that's beyond my pay grade," or, "Beyond my scope or my expertise.

Can you talk about that?