I don't do that either. Like, i wouldn't give a git a higher grade cause they finishe the unit faster. But i just meant like, if the pace is considered at the end, sort of, like, if you don't work fast enough to finish the unit in all the allotted time, it doesn't have to be a grade aning of itself, but it does mean that they learned less right? Theyrecen there's lessons that they objectively didn't master cause they didn't get to them. So i was just curious how that sort of played out in the grades. But t that makes sense. And

at our am age level, like, we don't really have an end of unit date. We kind of start our unit and see how the students are progressing, and then i see when they're getting towards the end, then it's like, ok, this is when we're going to finish of the unit um and then for our students to make sure, like we want all of our students to master each concept before they're moving on. So for us, this is something we didn't mention in our check list, is, like, we do have lika needs more practised section of it. So if a student is struggling to understand the concept and they're not ready to move on, they have a little bit more time, or we give them moreat s that they can work on to make sure that they master the concept. Or if they don't do well on the first mastery check well, here, let's make sure we understand before you move on. And that way the students are always kind of mastering each concept, and we're making sure that they're completing each column in our check listye,

i was going to say, one of the things that we noticed is that we would like, when we created a unit, we would have all the different lessons, like, for example, let's say math and algebra, and there's, you know, six different individual lessons that they have to eventually work through, and then there is some kind of asummitofe assessment that we do at the end. So regardless of its english or math or geography, there's always some kind of asummitiv task that they have to do. So and we'll say and set a hard dead line for that particular particular task. So it's like, ok, you know, let's say, if it is, hypothetically, like a math test. Ok, here's your math test. Your math test ait is on next thursday. You need to make sure. And so that really helps them that with that pacing piece of knowing, ok, i need to make sure i keep on track. Cause in the very beginning, when we first rolled this out, we didn't set any kind of s and we found that the kids just were like, kind a willy nilly with it and not hitting goals, and were falling very behind pace. And weere like, so we found that, especially with the great eight students, that having those these soft dead lines, a, this is where you kind os should be to be on pace, but also setting those hard dead lines and saying, ika, this is the unit test, and you needt know lessons one through six by, you know, by thursday of next week. So you need to make sure you're hitting that pace. Cause at the end of the day, we are trying to build in those cause there is those hard dead lines in school in life, there is, you know, in having that regulation piece built in. You know, work with them and some kids i've, i've found that the kids are more successful with that than not having those dead lines in place. If that helps as well.