“…When they combine their unique expertise to work together, they may see remarkable improvements in the success of their students (Archibald, 2017). There is minimal training for teachers and SLPs on how to establish and maintain an effective collaborative partnership despite the literature showing the benefits for students (Frazier, 2019; Heisler & Thousand, 2019; Nevin et al., 2008). Thus, we follow Watts and colleagues’ (1994) four core characteristics to establish a fruitful SLP–teacher collaborative partnership: (a) cooperation, where two or more individuals work together on a joint task; (b) coordination, where two or more individuals adjust their perspectives, opinions, or work habits to ensure higher-quality teamwork; (c) cross-fertilization, where efforts are made to encourage the exchange of knowledge and skills; and (d) integration, or removal of boundaries between the two parties (Watts et al., 1994).…”