This session provides school‑based speech‑language pathologists with a practical framework for supporting children who stutter in educational settings. Participants will explore the benefits and challenges of various service‑delivery models—including mixed therapy groups, consultative approaches, and RTI/MTSS—and learn how to select the most appropriate model for differing student needs. The course offers clear guidance on collecting meaningful assessment data tailored to school‑based stuttering evaluation, as well as approaches for writing effective, functional IEP goals for students who stutter. Participants will examine a range of therapeutic components and activities, analyzing their respective strengths and limitations in everyday school practice. In addition, the course highlights effective methods for engaging parents, caregivers, teachers, and other school professionals as collaborative partners in supporting student progress. Realistic case studies will allow participants to apply their learning and problem‑solve effective service options for a variety of student profiles. By the end of the course, attendees will be equipped with actionable ideas and confidence to provide high‑quality, student‑centered stuttering services within school environments. 
 
Learning Objectives:
Participants will:
1 State pros and cons of serving students in school service delivery models that can invite controversy such as mixed groups, consultative services, RTI/MTSS 
2 Detail how to gather assessment data needed for school-based stuttering services 
3 Describe effective ways to write goals for school stuttering services 
4 Expound on pros and cons of various therapy components and activities 
5 Explain effective ways to involve parents, caregivers, teachers, and other school staff in children’s school speech services for stuttering 
6 Apply elements of case study scenarios in work with children who stutter
• Target Audience: Speech-Language Pathologists, Graduate Students 

Mary Tesh, M.A., CCC-SLP, is a school-based speech-language pathologist in Winston-Salem/Forsyth County Schools in North Carolina. Mary is known for building strong relationships with students, families, and colleagues—and for creating therapy spaces where kids feel safe, celebrated, and empowered to communicate. She is dedicated to lifelong learning and regularly makes space to connect with colleagues, stay current with continuing education, and collaborate with other school-based SLPs to problem-solve shared challenges.

Mary is deeply engaged in the broader stuttering community, where she builds relationships and continues learning from people who stutter—experiences that have also inspired her own personal growth. Over the years, she has obtained numerous grants to bring high-quality materials and training opportunities to her school community. Mary trains and supports SLPs across her district, state, and beyond, helping expand equitable access to meaningful stuttering services for students of all ages.