OK, well, yeah. Sure I can. I can actually thought it’s so new that I know that it has five area, four areas, five areas. We are looking at the candidates content knowledge, the candidate’s professional disposition. The social, emotional component, also the social justice, social justice, this for lack of a better word, a disposition attitude about working with communities where you have students that come from low socioeconomic backgrounds and. There was like another area, social, emotional. The other one is basically looking at the understanding data, you know, the specifics of data in terms of what are the Texas education, the Texas essential knowledge and skills, for example, which is where all the scope and sequence in the curriculum is built from the teacher. The teacher kind of needs to know those in order to be able to be successful in the school district. So that came from conversation with the school district. Now going back the professional, the professional dispositions are simple, like be able to communicate verbally and written. Also be able to communicate with parents, be able to communicate with one another. Ask questions. If you don’t understand, be a problem solver not only in the classroom, but with, you know, in your interactions with other colleagues, in your interactions with parents. And if if b be able to ask for help and assistance if you’re not able to resolve a problem. So those are the professional dispositions, though in terms of content knowledge, there are suspicious positions about knowing your content and going back, knowing your essential knowledge and skills. And again, being able to unpack in a lot of this happens at the school district, the actual scope and sequence teacher candidates, and specifically to Laredo as they were shared with faculty that actually teach the math, the science and the social studies. And so that was an eye opener for us because, you know, the way each one of those objectives is is taken from the essential knowledge and skills in how it is presented to students, how it is assessed because we do have the star assessment right. It’s a state assessment, state standardized test. So how are those represented in and tested? So that is part of the dispositions of serving now. The candidates are going to be asked to rate themselves right, you know, and they am I proficient in my, you know, developing my, you know, basically in the beginning so that the each candidate will be able to celebrate. But in addition to that, the rubric also allows for an observation. You know, when this is happening in class, the faculty member that is teaching those core content courses can also do an observation and use the rubric and use a disposition survey to be able to observe the candidate. You know, whether it is in a group interaction or whether it’s in an individual presentation, then that this precision survey because remember, I talked to you about three times at the end. We have a clinical director like she’s the direct director for clinical experiences. She’ll be able to use that with not only the mentor teachers like or the size supervisors because we have the clinical director, we have the site supervisor and then we have the mentor teacher. So we haven’t really decided on, you know, who’s actually going to be able to use that survey in the field but is going to happen in the field as well. Let’s see what else the think, the content, the professional. And then there’s the the accountability piece. Is this those are three very important components of the dispositions.