Illinois Learning Standards

Stage E - Social Emotional Learning (SEL)



Goals, Standards and Descriptors


Goal 1 - Develop self-awareness and self-management skills to achieve school and life success.



1A —
 Identify and manage one's emotions and behavior.
  1. Describe the physical responses common to a range of emotions.
  2. Describe emotions associated with personal experiences.
  3. Practice expressing positive feelings about others.
  4. Evaluate ways of dealing with upsetting situations (e.g., being left out, losing, rejection, being teased).
  5. Demonstrate emotions in various contexts in role-plays.
  6. Practice handling pressure situations (e.g., taking a test, participating in a competitive activity).
1B —
Recognize personal qualities and external supports.
  1. Describe a time and situation you needed help.
  2. Identify reliable adults from whom you would seek help in various situations.
  3. Describe how you would improve your ability to perform a valued skill.
  4. Explain how adult role models influence your aspirations for the future.
  5. Practice strategies that support peers in school.
  6. Demonstrate leadership within the school community (e.g., reading tutor, student council, clubs, mentoring new students).
1C —
Demonstrate skills related to achieving personal and academic goals.
  1. Develop a friendship goal with action steps to be taken by certain dates.
  2. Develop an academic goal with action steps to be taken by certain dates.
  3. Monitor progress on planned action steps for a friendship goal.
  4. Monitor progress on planned action steps for an academic goal.
  5. Analyze why you needed to change or delay action steps for achieving a recent goal.
  6. Evaluate your level of achievement with regard to a recent goal.

Goal 2: Use social-awareness and interpersonal skills to establish and maintain positive relationships.

2A  —
Recognize the feelings and perspectives of others.
  1. Describe others' feelings in a variety of situations.
  2. Describe an argument you had with another person and summarize both points of view.
  3. Analyze why literary characters felt as they did.
  4. Analyze the various points of view expressed on an historical, political, or social issue.
  5. Evaluate how a change in behavior of one side of a disagreement affects the other side.
2B —
Recognize individual and group similarities and differences.
  1. Describe the basic rights of all individuals regardless of their social or cultural affiliations.
  2. Describe examples of how the media portray various social and cultural groups.
  3. Analyze how responsible students help their classmates.
  4. Demonstrate strategies for building relationships with others who are different from oneself.
  5. Design a project that shows how your class or school is enriched by different cultures.
2C —
Use communication and social skills to interact effectively with others.
  1. Describe the qualities of an effective communicator.
  2. Respond positively to constructive criticism.
  3. Take responsibility for one's mistakes.
  4. Interview an adult on the topic of how to develop friendships.
  5. Demonstrate support for others' contributions to a group/team effort.
  6. Distinguish between positive and negative peer pressure.
  7. Demonstrate strategies for resisting negative peer pressure.
2D —
Demonstrate an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways.
  1. Identify the consequences of conflict resolution behavior.
  2. Identify refusal skills for unsafe behaviors (e.g., drugs and alcohol, gang involvement, and sexual activity).
  3. Explain how resolving a conflict could improve one's understanding of a situation.
  4. Distinguish between positive and negative peer pressure.
  5. Demonstrate resisting peer pressure to do something unsafe or potentially dangerous.
  6. Use a checklist to practice the steps of refusing unwanted peer pressure.

Goal 3: Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts.



3A —
Consider ethical, safety, and societal factors in making decisions.
  1. Describe how differing points of view affect your decision-making process.
  2. Describe what it means to be dependable and why this is sometimes difficult (e.g., meeting deadlines, keeping commitments).
  3. Explain why it is important to obey laws.
  4. Analyze what it means to be responsible with regard to one's family, friends, school community.
  5. Evaluate conflicting points of view in making a decision.
3B —
Apply decision-making skills to deal responsibly with daily academic and social situations.
  1. Identify challenges and obstacles to solving problems.
  2. Identify healthy alternatives to risky behaviors.
  3. Evaluate strategies to promote school success (e.g., identifying distractions, managing stress, and putting first things first).
  4. Practice aligning non-verbal and verbal communication in refusing unwanted behavior.
  5. Apply a decision-making model to deal with unwanted behavior.
3C —
Contribute to the well-being of one's school and community.
  1. Identify various ways that community workers assist residents in beautifying and protecting neighborhoods.
  2. Gather information on a community issue or need.
  3. Develop a plan with your classmates to address a community issue or need.
  4. Monitor your progress on implementing a plan to address a community issue or need.
  5. Evaluate implementation of a class plan to address a community issue.
  6. Make recommendations on how you would improve a plan that addresses a community issue.

Return to Social Emotional Learning (SEL) Performance Descriptors