What got you interested in MTSS and speech language pathology and sort of the Venn diagram of those two things and how they overlap in the first place?

That's a great question.

So I mentioned that I have a background as a speech language pathologist, but I also didn't mention that my doctorate degree is in human development and education.

So I have always sort of been very interested in school systems.

I have concentrated in educational policy for my doctorate degree.

And I always was looking at educational policy and education systems in general with the idea of how does speech-language pathologists sort of fit within the system and how do we leverage their unique expertise and this sort of unique limited resource, right? I mean, no matter how, we always want more speech language pathologists, but no matter how many we have is never enough, right? It's always going to be a limited resource in public schools compared to the number of, say, teachers that we have, right? It's just definitionally.

And so it's always going to be a limited resource.

What are some of the things in that last chapter?

So have you got any examples of practitioners that you've spoken to and ideas they're coming up with? Or even the personality traits that you feel? Yeah.

Yeah.

So I have so many examples, but I'm going to share a few.

I'll start with one, and then we'll see where we go from there.

But one thing that I noticed just across all the stories was this idea of people being really motivated, really dedicated, and being willing to sort of question assumptions, push boundaries about what it means to be a school-based SLP in their implementation of MTSS.

So I'm going to talk about... a SLP who worked in a school that was like pre-K through second grade.

That was the age group that she was focused on.

Yeah.