INSIGHTS cross the review process, we asked educators, young people, and subject matter experts to respond to face validity survey items based on their initial impressions of the competencies as a whole, Amake suggestions for improvement, including around the clarity of language, and provide open-ended comments on language, bias/representation, and potential use when implemented in classrooms. Internally, we also held each skills progression to a high standard of quality review, which included an eye towards inclusive and a昀昀irming language, ease of distinctions between levels and indicators, ability for learners to directly use the competencies as student-facing materials for goal-setting and reflection, the measurement of observable and discrete actions/processes/behaviors through positive and developmental progressions, applicability to multiple contexts or ways of demonstrating understanding, and grounding in equity-driven, empirical research. Data on Face Validity HIGHLIGHTING LEVEL OF AGREEMENT SCALE OF 1-5 YOUTH ADVISORY COUNCIL EDUCATORS/EXPERTS IN THE FIELD The competency The competency framework framework measures 4.67 4.95 measures worthwhile worthwhile skills. thinking & learning skills. The competency The competency framework framework measures 4.78 4.86 measures relevant relevant skills. thinking & learning skills. The competency The competency framework framework builds skills 4.89 4.85 builds skills that prepare that would be useful for learners for lifelong lifelong learning. learning. The competency The competency framework framework builds skills 4.78 4.85 builds skills that can be that can be used across transferred across di昀昀erent di昀昀erent subjects. learning contexts or disciplines. The competency The competency framework framework builds skills builds skills that support that develop the whole 4.78 4.71 a whole-child approach to student, academically learning. and socially. 9