Illinois Learning Standards
Stage D - Social Emotional Learning (SEL)
Goals, Standards and Descriptors
Goal 1 - Develop self-awareness and self-management skills to achieve school and life success.
Identify and manage one's emotions and behavior.
- List positive strategies for handling conflict.
- Explain why characters in stories felt as they did.
- Distinguish among emotions you might feel in various
- Use "I-statements" to express various emotions.
- Record changes in your emotions throughout the day (e.g.,
before and after transitions, recess lunch, etc.).
- Demonstrate an awareness of how your behavior affects
- Practice different strategies for handling upsetting
Recognize personal qualities and external supports.
- Identify something you would like to be able to do better.
- Describe ways in which you contribute to the school community.
- Describe ways in which you help out at home.
- List ways families can support students in school.
- Describe how peers can support each other in school.
- Measure your progress toward a personal goal.
Demonstrate skills related to achieving personal and academic goals.
- Identify how obstacles have been overcome in achieving
a goal (e.g., examples from literature, social science,
- Recognize how conditions and people have contributed
to your achievement of a goal.
- Identify the steps needed to perform a routine task (e.g.,
homework completion, organization of personal space/materials,
studying for a test).
- Identify factors you could not change that prevented
you from achieving a recent goal.
- Evaluate what you might have done differently to achieve
greater success on a recent goal.
Goal 2: Use social-awareness and interpersonal skills to establish and maintain positive relationships.
Recognize the feelings and perspectives of others.
- Label others' feelings based on verbal and non-verbal
cues in different situations.
- List strategies to support students who are left out
- Describe how one feels when left out of an activity or
- Describe how one feels when bullied.
- Predict possible responses to a range of emotions.
- Use "I-statements" to let others know that
you have heard them.
Recognize individual and group similarities and differences.
- Recognize the different social groups in school.
- Recognize the different cultural groups in school.
- Compare and contrast social groups.
- Compare and contrast cultural groups.
- Analyze the unique contributions of individuals and groups
as featured in biographies, legends, and folklore.
- Develop strategies for building relationships with others
who are different from oneself.
Use communication and social skills to interact effectively with others.
- Identify ways to build positive relationships with peers,
family and others.
- Identify attributes of cooperative behavior in a group
- Demonstrate cooperative behaviors in a group.
- Practice reflective listening (e.g., I messages, paraphrase).
- Demonstrate how to initiate conversation with a new student.
- Develop a plan that supports the improvement of behaviors
within a group.
Demonstrate an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways.
- Identify the consequences of a solution.
- Identify assertive, passive and aggressive conflict resolution
- Describe conflicts you have experienced and how you dealt
- Explain how resolving a conflict with a friend could
strengthen the friendship.
- Generate alternative solutions for a conflict.
- Demonstrate constructive conflict resolution strategies
in the classroom.
Goal 3: Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts.
Consider ethical, safety, and societal factors in making decisions.
- Identify factors that make a situation unsafe.
- Recognize the consequences to oneself and others of dishonest
- Evaluate how others influenced your decisions (e.g.,
family, church, team, club membership).
- Avoid dangerous situations (e.g., unsupervised sports,
walking in areas where you feel unsafe, biking without a
helmet, hanging around with peers who use drugs).
- Demonstrate respect for the property of others.
- Demonstrate internet safety.
- Show what it means to accept responsibility for one's
actions with regard to school work.
Apply decision-making skills to deal responsibly with daily academic and social situations.
- Generate alternative solutions to problems.
- Analyze the consequences of alternative solutions to selected
- Develop criteria for evaluating the consequences of a
decision for oneself and important others in one's life.
- Demonstrate the steps of a decision-making process:
- define the problem
- say how you feel
- identify contributing factors
- set a goal
- identify alternative solutions and the consequences
- select the best solution
- evaluate the results.
- Apply a decision-making model to solve an interpersonal
- Apply a decision-making model to academic challenges.
- Demonstrate awareness that feelings influence one's decisions.
Contribute to the well-being of one's school and community.
- Identify ways that community workers assist residents
in protecting and improving neighborhoods.
- Analyze your rights and responsibilities as a member
of your school community.
- Discuss your reasons for voting as you did in a simulated
local, state, or national election.
- Participate in making and enforcing classroom rules.
- Brainstorm ways you could contribute to your community
(e.g., help a neighbor, contribute to community safety,
help keep your block clean).
- Construct an argument to persuade classmates to vote
or become a candidate for office in a simulated local, state,
and national election.
Return to Social Emotional Learning (SEL) Performance Descriptors