These standards are helpful to lay out expectations for SEL, which I support. I have two minor points of feedback based on reading the standards:

1. Some standards specify that the student should be able to demonstrate the behavior "independently," while other standards emphasize asking for help when needed. I understand that the "independent" piece relates more to measurement, but I would suggest considering for each whether it is really essential for the student to achieve the standard by themselves. In some cases, it is developmentally appropriate to still need co-regulation, and we know that self-regulation develops on different trajectories for different students (see Montroy, Bowles, Skibbe, et al 2016).
2. Other than knowing that emotions will change and practicing coping skills, I did not see a specific standard relating to being able to tolerate uncomfortable emotions. I see this as a need for many students.

More broadly, I want to note that SEL standards must extend to adults working with students; must co-occur with culturally-relevant pedagogy; and must recognize that schools can be traumatizing environments in which not everyone will have the capacity to demonstrate their best selves. School staff risk a deficit perspective when focusing on standards without considering barriers, the limitation of observation in one environment, or the alignment of school standards with family/cultural values. Standards for individual expectations of students should be situated in expectations for positive school culture, inclusion, restorative discipline, and other practices that allow for true SEL to occur.

Thank you for all of your work.