Mm-hmm.

And so I approach any kind of professional development that's going to build capacity with a lot of compassion, especially compassion for people that have spent years of their lives doing something one way.

and who truly, truly care about students.

So I think for any type of literacy shift, I believe that you have to lead it yourself, not outsourcing the messaging of what your expectations are.

So I think that that level set is very important.

I think depending on the size of your district, having smaller groups for feedback pockets before you expand something like I said earlier to district wide, For example, you know, if we had 160 schools, it was very important for me to have a principal advisory committee and to talk to the academic instructional coaches and to get feedback before we made initiatives.

Now, that said, legislation happens, law happens, and you have to sometimes act on things.

So how did you address that?