So I want-- I'd like to give you guys the opportunity to comment on, on the whole idea of, uh, of not only how we're measuring things, but also determining performance criteria in the context of some sort of time-bound com- you know, a- aspect.

Well, first off, uh, you know, I am not, and I think I, I speak for Dan as well, that I am not an e- expert at all, uh, in precision teaching.

And so I have been confronted a lot by individuals who are precision teachers or standard celebration charters and, and have many discussions about this research that we've, we've done at UNR.

There was a good deal of individuals who are interested in precision teaching, so I had those conversations even while I was doctoral student, and surprisingly, a lo- a lot more than I expected with this, this research.

But not at, by any means an expert.

So I think, you know, to, to your statement about the importance, the time base, I think it is important.

I'm not gonna say that it's like this, this magic thing that's the-- it's the only thing that it's important or even that it's always important.

Are there any other things that- Practitioners should keep in mind when trying to make their performance criteria a little more individualized to the learner that we haven't talked about already?