In this "FastFacts," a state's Department of Education requests information from the Center on Enhancing Early Learning Outcomes (CEELO) on how the research defines skills in social-emotional development, approaches to learning, and executive function, to inform planned revisions to the early childhood indicators of progress for children birth to three and three to five years old, including examples of how other states have identified these domains/constructs in their standards documents. In this case, the state's Departments of Education, Human Services, and Health are working together to ensure that standards for children ages birth through grade three are aligned across ages/grades, and address all domains of development key to children's learning and success in school. State leaders are putting in place a long-term plan for regular revisions to each of the relevant documents. In late May, a revisions team will begin to revise standards for children birth through age five in the language arts, social-emotional, and approaches to learning domains. In response, CEELO staff refer to two primary sources of information and research on social and emotional learning and executive function: the Collaborative for Social, Emotional and Academic Learning and the Harvard Center on the Developing Child. A state example of professional development on executive function, additional selected state examples, recommendations for next steps, and a list of additional resources are provided.