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B
So
I'm
a
speech
language
pathologist
I've
been
working
with
the
team
here
at
Anne,
Arundel,
County,
Public
Schools
for
10
years,
but
I've
been
a
speech.
Therapist
longer
I've
been
a
speech
therapist
for
28
years.
Prior
to
my
start
here
in
Anne,
Arundel
County
Public
Schools
I
worked
in
healthcare,
various
Healthcare
settings
working
with
people
with
communication
difficulties
and
with
swallowing
deficits
so
working
with
people
to
help
them
learn
how
to
chew
and
swallow
better.
My
role
here
in
Anne,
Arundel
County
Public
Schools,
is
to
work
with
the
safe
Meal,
Time
and
academics
resource
team.
B
A
I've
learned
something
just
recently
and
I
think
you
and
I
go
way
back,
but
you
just
said
28
years
and
it's
my
28th
year
so
I
think
it's
kind
of
fun,
right,
I,
think
every
time
I
do
a
show,
I,
think
I,
know
the
person
so
well
and
I
think
I
work
with
them
so
often
and
then
something
always
pops
up
and
I'm
so
excited
to
think.
We
have
another
little
connection
that
I
know
now
that
I
didn't
know
when
I
came
into
the
studio
yeah.
That's
awesome,
that's
good!
A
So
tell
the
viewers
a
little
bit
so
there's
it's
a
speech,
language,
pathologist
yeah!
It
sounds
very
technical.
It
sounds
medical!
You
talked
a
little
bit
about
the
smart
team
and
I.
Think
we'll
probably
you
know
kind
of
talk.
It
talk
about
it
being
the
smart
team.
But
what?
What
is
that
role
like
what
would
a
typical
day
in
a
school
be
for
for
yourself
as
the
speech
language,
pathologist,
okay,
well,.
B
For
speech,
language
Pathologists
in
a
school-based
setting
so
speech,
language
Pathologists
work
with
they
work
with
the
school
teams
and
with
the
students
they
work
to
identify
and
then
to
provide
therapy
and
treatment
if
needed,
for
students
with
articulation
difficulties.
Maybe
fluency
trouble
Voice
language
issues,
so
they
work
to
provide
therapy
in
order
for
that
student
to
better
communicate
in
their
school
environment.
So
it's
really
about
the
academic
setting.
So
that's
what
school
speech
pathologists
do
and
then
there
are
other
school
speech,
pathologists
that
provide
resource
support
for
children
with
feeding
and
swallowing
needs.
A
B
So
currently
for
me
right
now,
my
job
is
just
to
work
on
the
safe
Meal,
Time
and
economics
resource
team.
So
we
there
are
two
of
us
on
that
team.
Becky
gondak
is
my
Speech
Pathology
partner
on
the
safe
mealtime
team,
and
we
really
go
out
and
assist
the
speech
therapists,
occupational
therapists
and
the
teachers
out
of
the
schools
who
are
helping
to
daily
support
children
with
chewing
and
swallowing
concerns.
So.
A
We
always
look
to
I,
think
being
in
an
education
setting
right.
It's
all.
The
education
for
the
student,
obviously
is
the
primary,
but
you
also
do
trainings
or
education
pieces
right
with
a
student
with
a
family,
maybe
even
with
a
staff
member
in
a
school.
You
know
so
really,
when
you
think
of
speech
therapist
or
this
speech,
language
pathologist,
you
know
it's
a
bigger
part
of
the
whole
school
environment
right.
So
what
would
some
trainings
be
or
education
pieces?
Be?
You
know,
in
a
in
a
daily
in.
B
A
day
for
you
sure,
so,
let's
as
we're
going
to
support
the
children
with
any
sort
of
chewing
and
swallowing
concerns
and
I
just
want
to
be
specific
about
that.
These
are
not
students
that
are
avoiding
Foods
because
they
don't
like
the
texture
or
maybe
considered
a
little
picky
about
what
they're
eating
I'm
talking
about
children
that
have
some
medical
conditions
that
make
it
very
difficult
for
them
to
safely
chew.
Textures
or
the
ability
to
safely
protect
their
Airway
when
they
swallow.
A
So
when
they
so
when
you're
working
with
them
on
the
I
guess
the
chewing
or
the
swallowing
and
I
think
it's
something
that
I've
learned
a
lot
working
with
you
and
Becky
right
that
I
guess
it's
almost
how
it
rolls
in
their
mouth
right
or
how
I
guess
roll
might
not
be
the
right
terminology,
but
that's
the
dietitian
talking
sure.
So,
when
you're
looking
at
that,
so
you're
you're
almost
going
to
know
that
there's
a
medical
need
for
you
to
then
work
one-on-one
with
the
student.
B
So
we'll
go
in
and
see
that
child
with
a
team
there
at
school,
we'll
help
them
identify
who's,
having
trouble
with
the
actual
muscle,
part
of
the
chewing
and
the
swallowing,
and
once
that
is
identified,
then
we
will
work
with
the
families
and
with
the
school
team
to
create
a
safe,
Meal
Time
plan
for
that
child
to
be
implemented
during
the
school
setting.
Okay
and
then
we
work
with
sorry.
We
work
with
training
the
school
team
with
we're
looking
at
Meal
Time
safety
practices
just
in
general.
A
A
Now,
thank
you,
I
think.
Every
year
we
just
get
so
more,
the
collaboration
grows
and
grows
and
grows,
and
the
partnership
is
stronger
than
ever.
You
know,
being
a
dietitian
and
I
think
going
through
my
dietetics
program.
It
was
always
like
all
right,
I
know
these
things
exist
and
then
how
do
you
get
to
like
a
textured
modified
diet
or
how
do
I
as
a
dietitian
work
with
the
speech,
language
pathologist
or
a
therapist
right
to
look
at
the
swallowing?
A
B
Sure
so
this
is
where
we
really
collaborate
a
lot
with
the
students
family
right
because
they're
the
one
that
knows
that
child
and
a
lot
of
times
our
students
are
working
with
outpatient
therapists
or
with
Physicians.
So
we're
really
talking
about
the
students
that
are
having
a
safety
concern
with
their
chewing
and
their
swallowing.
So
we
work
with
the
family.
We
hear
what
their
concerns
are.
A
B
Sure
so
the
international
dysphagia
diet,
standard
initiative
is
another
mouthful
to
say,
but
that
is
a
nice
way
to
standardize
when
we're
talking
about
diet
textures.
So
that
way,
it
makes
sure
that
we're
all
using
the
same
terminology
so
when
we're
receiving
outside
reports
from
therapists
or
Physicians
or
when
we're
talking
with
you
when
we're
talking
with
other
speech,
therapists
and
occupational
therapists
and
make
sure
that
we're
using
the
same
terminology
and
it's
a
classification
system
to
tell
to
let
everybody
know
what
food
textures
go
into,
what
category
and
we
use
those.
A
And
then
so,
where
we
would
start
to
coordinate,
is
you
would
evaluate
one
of
the
students
in
Anne
Arundel
County?
You
would
already
be
working,
like
you
said,
with
the
family
and
with
us,
the
staff
at
the
school,
but
you
would
then
say
to
me
or
to
the
registered
dietitians
on
our
staff,
this
child
or
this
student
would
require
a
puree
diet
right
and
then
we're
able
to
put
that
right
into
our
food
service
system.
So
we
know
if
Jody
rissy
was
coming
through
and
I
was
on
a
puree
diet.
A
A
Yeah
so
I
think
that's
and
it's
grown
so
much
over
the
years.
So
back
in
the
day,
we've
both
been
here
a
while
it
was
funny
I
think
we
had
it
in
place.
I
think
the
communication
was
always
so
strong
and
we
really
you
know,
communicated
well
on
who
had
what.
But
we
really
took
it
to
that
next
step,
where
it's
documented.
A
It's
the
same
documentation
in
the
same
nomenclature
for
every
diet
right,
so
it
could
be
a
puree
diet,
but
it's
puree
basically
for
that
certain
specification
of
what
that
texture
needs
to
be
for
the
rotini
with
meat
sauce
or
whatever
we're
going
to
blend.
For
that
for
that
student
right
so
and
then
we're
able
to
you
put
them
in
a
spreadsheet.
A
For
us,
we're
able
to
look
at
all
of
our
students
that
we
have
in
a
spreadsheet,
we're
able
then
to
make
sure
the
cafeteria
manager
knows
it's
going
to
pop
up
they're
going
to
see
that
on
the
screen,
and
then
that's
where
you,
the
registered
dietitian
at
this
at
the
school
and
our
managers
at
the
school
right.
Our
Cafe
managers
guess
get
to
really
work
together
on
that
texture.
A
A
A
B
For
many
years,
like
you
had
said,
and
we've
done
different
things
together,
one
we
we
just
would
send
the
spreadsheets
and,
like
you
said,
in
the
email
and
the
correspondence
back
and
forth
between
the
dietitians
and
the
speech
pathologists,
but
we've
also
gotten
together
to
create
diet.
Consistency,
chart
I,
want
to
make
sure
I
say
that
name
right
too,
like
all
these,
but
the
diet
consistency
chart,
which
is
a
great
tool
that
we've
been
able
to
use
for
families
and
for
teachers.
B
So
once
we
have
a
food
texture
that
the
family
and
the
team
has
agreed
upon,
that
is
the
appropriate
texture
for
the
safety
for
that
child,
while
they're
in
school
with
us,
we
can
give
the
family
a
diet,
consistency,
chart
and
so
on
that
diet,
consistency
chart
which
was
done
in
collaboration
with
your
dietitians.
It
has
all
the
items
that
are
on
the
school
menu
and
it
really
classifies
what
food
texture
those
items
belong
in
and
then
it
also
has
a
list
for
families
about
what
foods.
A
A
I
think
so
because
it's
so
specific,
it's
specific
to
our
four
week
cycle
menu.
So,
yes,
I,
think
that's
the
part
that
I'll
be
honest.
I
always
say
you
know,
aacps
is
awesome
and
I
think
we're.
You
know,
of
course,
the
best
in
the
country,
but
I
wonder
you
know,
does
every
school
district
do
this
because
I
just
think
when
I
watch
the
collaboration
between
the
RDS
and
with
you
know
you
and
Becky
it's
amazing,
and
when
that
first
time
we
looked
at
the
die
consistency
chart.
A
A
B
Think
that
was
the
beginning,
that
kind
of
led
us
into
what
you
did
with
the
food
menus
that
were
more
standardized.
You
know,
as
we
started
looking
at
each
item
that
was
on
that
cafeteria
menu
that
was
really
eye-opening
for
us.
Oh,
what
is
this
and
where
does
that
belong,
and
what
category
is
that
in
and
I
believe
that
also
made
it
easier
for
the
cafeteria
managers,
as
we
were,
you
know
getting
food
off
the
tray
lines
to
the
students
with
the
food
texture
modified
needs.
A
B
Really
soft
or
that's
really
regular.
This
is
really
here
yeah,
but
that
was
that's
what
dietitians
and
speak
Pathologists
do
all
the
time
right.
Is
we
collaborate
to
figure
out
what
is
on
the
nutritional
value
for
the
diet
and
then
we'd
look
at
what
is
on
the
right
texture
for
that
diet.
So
right,
I
really
appreciate.
A
That
and
I
I
think
as
soon
as
we
got
to
that
level,
I
think
it
was
like
a
light
bulb
for
both
of
us,
because
we
were
like
okay
now,
we've
got
this
and
then
I
think
our
Cafe
managers
felt
the
same
way
they
were
like
well.
This
is
so
much
easier,
I'm
not
going
to
try
and
I'm
trying
to
think
of
something,
but
there's
some
things
like
we
don't
puree
or
we
don't
mince
moist.
We
run
in
to
finely
chop
them.
It's
just
not
the
right
consistency,
even
from
the
beginning,
right.
B
But
I
think
most
items
you
took
the
main
menu
and
then
you
were
able
to
modify
and
then
substitute
things
in
to
make
sure
it
still
fit
the
requirements
that
you
all
follow
for
nutritionally:
I'm
not
going
to
start
with,
but
they're
nutritionally
appropriate
menus,
and
so
that
has
been
really
great
and
then
you're
right.
The
cafeteria
managers
can
take
that
and
then
they
look
exactly
I
know
exactly
what
to
give
this
child.
That's
on
a
minced
voice,
texture,
diet
and.
A
A
It
was
a
proof
from
our
department
of
health,
so
we
knew
that
it
would
be
the
same
blender
in
all
schools
and
I
know.
We
just
recently
updated
the
blender
to
a
I
guess
a
faster,
more
commercial
brand
that
really
affords
our
managers
the
opportunity
to
really
make
the
best
puree
and
you
know,
keep
it
the
best
consistency
things
like
that
right
when
we
were
doing
that
menu
I,
think
what
I
also
found
was
so
interesting.
Is
you
would
ask
me
a
question
and
you
would
say:
does
it?
Is
it
a
dissolve?
A
Not
really
sure
if
it's
a
dissolvable
solid-
and
it
was
great
discussion
about
that,
so
we
had
a
great
time
numerous
times.
I
know
you
did
it
with
the
dietitians
originally,
we
recently
did
it
in
the
past
year.
You
know
what
do
we
do
as
a
team
when
we
go
to
a
school
and
we
test
a
product
right,
so
somebody's
probably
watching
saying
what
is
a
dissolvable
solid
like
how
does
that
fit
into
one
of
our
diets
for
one
of
our
students.
B
Right
right,
I
think
it's
really
nice
for
that.
You
had
mentioned
the
international
dysphagia
Diet
before
and
I
think
I
had
mentioned
that
they
have
a
whole
that
it's
the
standardization
for
categorizing,
what
foods
go
and
what
what
category?
But
it's
when
you
do
talk
about
something
like
a
dissolvable.
It's
like
some
things
is
that
dissolvable.
Is
it
not
dissolvable?
So
there
are
testing
methods
that
are
available
and
we
when
we
meet
together
when
we
met
together
the
time
we
did
use
those
testing
methods
to
test
what
is
exactly
dissolvable
but
then
other
times.
B
We
just
need
to
put
it
in
our
mouth,
so
I
mean
really
when
we're
describing
dissolvable
solids
to
teachers
and
families.
What
we're
talking
about
is
a
food
item
that
you
could
put
in
your
mouth.
You
maybe
do
a
little
chew,
maybe
just
to
bite
down
a
little
bit,
but
you
don't
even
really
have
to
because
the
food
mixes
with
the
saliva
in
your
mouth
and
it
just
dissolves
into
a
paste.
So
it's
not
really
a
lot
of
hard
chewing,
but
there
is
a
little.
B
There
are
some
things
that
maybe
are
considered
a
dissolvable,
like
maybe
a
little
piece
of
graham
cracker,
but
then
there
are
other
items
that
if
they've
got
a
coating
on
them
or
I,
think
you
were
talking,
you
called
it
an
egg
wash,
which
is
probably
the
proper
term
for
it.
It
makes
it
harder
and
therefore
it's
not
dissolvable.
A
A
It
too
much
and
I
think
you
and
Becky
would
have
to
say
no
I
have
to
let
it
dissolve
or
I
would
have.
I
would
use
my
tongue
right
to
try
to
mash
it
into
chew
it
and
I
think
you
had
to
share
with
the
dietitians
and
myself
at
that
time
too,
that
a
student
may
not
be
able
to
do
that
right.
So
it
would.
It
was
interesting.
I
just
remember
us
all
standing
around
and
we
were.
That
was
a
really
fun
day.
That's
and
we
were
trying
to
count
right.
You
had
to.
A
B
A
Be
better
than
that
right
and
it
was
fun
I
mean
it
was.
It
was
interesting,
it
was
fun.
We
all
had
a
great
time
and
I
think
the
end
result
like
we
were
just
I.
Remember
we
had
our
menus
already.
You
know
on
the
tables
and
remember
we
had
everything
cut
in
in
four
six
or
eight
little
bite-sized
servings,
so
we
were
trying
to
keep
it
true
to
what
a
student
would.
Actually,
you
know,
be
picking
up
or
what
they
would
be
being
bad
and
some
stuff.
B
Absolutely
and
speaking
of
that
whatever's
best
for
the
students.
So
when
you
were
talking
before
about
to
add
the
hybrid
time-
and
you
know
when
all
of
a
sudden,
we
started
having
a
lot
of
students
with
some
needs
for
food
texture,
modifications,
I,
think
it
wasn't
that
we
had
more
students
that
needed
food
textures
modified,
but
we
just
had
so
many
more
students
that
were
accessing
the
cafeteria
Foods.
B
It
was
so
great
when
we
had
the
free
food
for
all
the
students,
and
so
then,
all
of
a
sudden
students
that
used
to
be
packing
food
from
home
that
had
food
textures
modified
that
would
come
in
modified
were
accessing
the
food
from
the
cafeteria.
So
that's
I
think
when
we
started
really
to
streamline
those
menus,
and
but
it
was
so
great
because
then
the
students,
all
the
students,
could
have
access
to
your
great
food
right.
A
And
it's
interesting
because
I
think
at
that
time
also
that
had
you
talking
to
all
those
parents
right,
so
maybe
a
parent
that
only
sent
you
know
meals
from
home
right.
We
now
gave
them
a
great
opportunity
to
try
the
food
like
the
rest
of
the
the
students
or
their
classmates
right,
and
it
gave
you
the
opportunity
to
really
talk
about
our
meals.
You
know
more
specifically,
with
with
each
and
every
family,
member
and
student.
B
Right
and
staff
was
also
really
impressed
and
surprised
too,
because
they,
a
lot
of
Staff
members,
said
I,
didn't
know
that
that
could
be
modified.
I
didn't
know
that
cafeteria
capiri
I
didn't
know
they
could
do
all
that.
So
it's
been
it's
been.
It
was
a
great
eye-opener
for
everybody
and
a
great
way
for
us
to
collaborate,
move
forward
and.
A
B
So,
every
day,
my
partner
on
the
smart
team,
the
other
speech,
therapist
Becky,
gondek
and
I-
are
in
a
school
every
day
at
lunch,
sometimes
we're
in
several
schools
a
day
for
lunch.
If
we
get
there
for
breakfast
or
lunch,
so
we
we
get
to
see
many
many
students
as
they're
eating
and
we're
out
there
supporting
the
speech
therapists.
B
That's
at
that
school,
the
OT
at
that
school,
the
teachers
that
are
really
in
with
the
students
daily,
so
they're
they're,
the
ones
that
are
checking
in
on
them
very
frequently
and
we're
out
there
to
support
them.
But
we
do
get
to
see
many
cafeterias
and
check
on
those
food
textures
and
usually
it's
the
family.
A
It's
awesome,
I,
just
think
the
the
collaboration
between
us
and
the
collaboration
with
families
and
School
staff
and
the
whole
school
environment
is
so
much
more
than
I.
Think
I
ever
imagined,
I
think
we
did
it,
but
it's
really
it's
alive
well
and
just
making
a
great
impact
for
the
students.
We
probably
only
have
a
few
minutes
left.
Okay,
so
we
always
laugh
because
we
both
have
children
too
right
so
I'm
sure
and
I
get
asked
all
the
time.
A
C
C
B
B
A
C
C
B
I
I
thought
the
day
that
it
came
out.
I
was
there
at
one
of
the
schools
and
the
children.
I
was
with
really
liked
it.
They
thought
it
was
really
good
and
yeah.
You
mentioned
our
children
and
it's
funny
because
during
that
hybrid
Year,
my
son
is
in
high
school
and
he
was
coming
home
and
every
day
there
were
so
many
new
menu
items
that
came
up
and
so
it'd
be
fun.
C
A
I
think
it's
it's
important,
I
always
say
having
a
child
in
the
system
and
knowing
you
know
my
children
went
through
the
system.
They
have
the
school
meals,
they
eat,
School
meals
and
their
friends.
Do
so
I
I
really
get
to
hear
firsthand
so
sometimes
I
go
to
bed
or
they'll,
say
well,
Mrs
rissy.
Why
don't
you
add
this
to
the
menu?
You
know
so
I
think
it's
a
lot
of
fun,
but
I
think
it
really
connects
us
to
the
students
that
we
serve
and
I.
Think
in
your
case,
exactly
right.
A
A
Great
well,
no
thank
you
for
the
collaboration.
I
think
the
partnership
is
just
it's
Priceless
and
I.
Think
we
just
strengthen
our
relationship
each
year
and
I'm
really
excited
I,
know
we're
gonna.
The
next
step
is
we're
gonna,
look
at
some
videos
and
we're
going
to
try
to
really
do
puree
videos
and
and
all
those
great
items
to
see
if
we
can,
you
know,
have
a
real
visual
for
all
of
our
cafeteria
staff.
Yeah
I'm
excited
about
that
too.
Me
too
well.
Thank
you
again.
Hope.
B
A
You,
as
you
can
see,
speech
language,
pathologist
and
Anne
Arundel
County,
Public
Schools
are
true
partners
with
food
and
nutrition
services.
We
collaborate
daily.
We
look
at
students
all
the
time
to
make
sure
the
food
is
tastes.
Great
is
nutritionally
sound
and
it's
the
right
consistency.
If
you
have
any
questions
about
the
school
meals
program,
please
call
me
at
410-222-5900.
I'll
see
you
again
next
time
on.