With an emphasis on the interrelationships between the language processes of listening, speaking, reading, and writing, school-based Speech and Language Pathologists (SLP) are tasked with making a significant contribution to the literacy achievement of students who experience communication difficulties. Additionally, the role of the SLP has been expanded to include increased responsibility to identify factors of cultural and linguistic diversity, address their impact on student learning, and assist in removing barriers to educational success created by such factors.  SLPs are to be directly involved in the prevention of academic failure for students identified with speech or language impairments, as well as other struggling learners (i.e. SLPs will now support some students who have not been referred or who are not identified as students with a disability). Speech-language pathologists may support Ensuring Literacy for All (ELFA), Ensuring Numeracy for All (ENFA), and Response to Intervention/Positive Behavior Support (RTI/PBS) in a variety or combination of ways. Students across all levels, Pre-K through high school, will benefit as SLPs play critical roles in promoting literacy/numeracy proficiency and in preparing them to become productive citizens and to compete in the global market. SLPs are able to employ evidence-based practices, data-driven decisions, and a continuum of service delivery options designed to target and address students’ instructional needs in the least restrictive environment. Program design, leadership, advocacy, and collaboration are other roles in which SLPs may contribute to an RTI/literacy framework.  With the state’s SALSA initiative, SLPs and other stakeholders must make a conceptual shift in thinking and move from a traditional “caseload approach” for documenting the provision of services and time to a more broad-based “workload approach”. This workload approach will allow SLPs to provide high quality, student-centered services at the time and in the manner in which they are most appropriate and necessary. Using this approach, service-delivery decisions can be based on individual need, as opposed to convenience or time constraints, and the assessment of the SLP’s workload will be based on the demand of specific activities and instructional contributions, rather than on the total number of students served. In the SALSA Initiative, there are three major tenets under which student support may be provided by Speech-Language Pathologists. While the implementation of the support may be the same, the tenet of the support may be different (i.e., It is possible that the SLP work with students in a push-in, small group setting for all three tenets - *Support of RTI, Literacy, and Numeracy Initiatives; *Interventions for students suspected of having a speech and/or language impairments; and * the SLP provides speech-language therapy to identified students with disabilities.