Sure. Um, you know, one of the things that we really don't necessarily think about when you're getting started is how do you decide that you're going to do this? And it's really about finding Adding a team of people who have the power to make changes and want to make those changes. And when you do that, then you can actually make things happen. I've seen lots of teachers who do great things in their classrooms, but they don't have necessarily the power to shift the whole school, certainly the district, the state. So if we want change to last beyond one teacher, you need to pull together a team of people who have varying roles, who have power to make decisions power to have conversations and thinking about what is it that we think we want to see what's our vision? Really. The they talked about in the rise the the inclusive, instructional leadership team. And when we do it for ties, we have a state level, a district level and a school level team. And the idea is that you have people from the state level team on the district team, people on the district team on the state, on the school team, people on both those teams on the state team. So there's constantly communication across the three levels. So that when so for instance, when a school teacher says, Well, I understood that we couldn't, we couldn't do specially designed instruction in the school, because then how are we going to quantify that? How do we document that? Then you can go back to the state and say, Okay, well, what do you want to see from your teachers in terms of documentation, because if you only want to see pull out documentation, then this is not going to work. And having those conversations, shifting the way that information is shared from level to level, is a big part of it. So once you have your team of kind of great people that you've recruited, and that you've got on board, and the IAR, on the ties website goes through, like who should be on the team? What's the diversity representation needed? What are the knowledge and skills to have a champion, all of those pieces. A lot of it is very similar to any kind of leadership, you do, right? Like you don't want your team to be so big that it's unwieldy, but it needs to have diversity, we recommend at the state level, having organizations or people who work with the families at the district level having same at the school level, having families, you know, so there's always going to be some key roles that you have in there. But it may differ from state to state, district to district. So once you've built those teams, you go back through you look at your school's mission, you look at the vision, you think about, are we really doing this? What does our data say? When we look at LRE data? How many of our students are actually in classes for 80% or more of the time? And then when I disaggregate that data, and I look, by race, by gender, by ethnicity, by disability label, by assessment type? What does it look like? And for a lot of places, they've not delved into the data that that deeply, right, because they are doing a ton of stuff. And that's not what the Feds requires. So it takes a real concerted effort to think through that. You then want to kind of build your commitment, why we want to do this what we want this to look like, then you do the rise, which I'm sure Diane talked all about, and how to do it. And then from there, you do something from it's called, it's from the national national impact Implementation Research Network. And they have done a lot of research on implementation science, implementation science is the study of how do you make systems change? What has worked, and it goes across multiple fields. So it's not just what's worked in schools, but what's worked in medicine, what's worked in organizations. And one of the things that they've built is a tool called the initiative inventory, which I think is really key for schools, because often at schools, we have a lot of great people who want to help out who want to do things. We have volunteers, we have all kinds of amazing things happening. But are they all working for the same goal? And so the initiative inventory helps you look at do all of our pieces fit together? Or do we have some that are kind of conflicting with each other? And where can we weave together some pieces so we've got a new science initiative going on right now, let's make sure we have special ed people there who can help make sure the science is accessible. So the initiative inventory, I think is a really key way to start to get a handle on what's happening in our system. What do we already have? What can we weave together to make it stronger? Because the last thing we want to do is layer on more things on teachers. I mean, they're tired. They've got a lot.