Illinois Learning Standards
Stage J - 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.
- Explain how focusing on your community's assets rather
than its deficits can affect your choices.
- Describe how changing your interpretation of an event
can alter how you and others feel about it.
- Recognize the impact of denial defense mechanisms on
your mental health.
- Analyze outcome differences for you and others of expressing
fear in various situations (e.g., in the presence of a potential
assailant, in the presence of a friend).
- Demonstrate how you might use upset feelings to ask for
help rather express anger.
- Demonstrate an ability to express hurt without withdrawal,
blame, or aggression.
- Select healthy defense mechanisms.
Recognize personal qualities and external supports.
- Identify the skills and credentials required to enter
a particular profession and begin to prepare accordingly.
- Analyze how the example of the professional work or community
service of an adult in your life has contributed to an important
- Demonstrate decision-making based on what is right rather
than media images of success.
- Reach out to help others achieve their goals.
- Develop relationships that support personal and career
Demonstrate skills related to achieving personal and academic goals.
- Set a long-term academic/career goal with dates for completion
of the action steps.
- Anticipate barriers to achieving your goal and make contingency
plans for overcoming them.
- Analyze how current decisions about health behavior may
affect long-term education and career goals.
- Evaluate the feasibility of the goal of getting a summer
job based on your ability to complete the necessary action
steps in a timely manner.
- Evaluate your achievement on two recent goals by using
criteria related to goal setting, making and working a plan,
and accessing available supports.
- Establish a behavioral contract to improve a coping strategy
and journal your progress in fulfilling it.
Goal 2: Use social-awareness and interpersonal skills to establish and maintain positive relationships.
Recognize the feelings and perspectives of others.
- Analyze barriers to effective communication.
- Evaluate opposing points of view on current issues (e.g.,
the role of students in the governance of their school)
- Analyze the factors that have influenced your perspective
on an issue.
- Use appropriate non-verbal cues to communicate your understanding
of another's perspective.
- Demonstrate ways to assert one's needs and viewpoints
in a respectful manner.
- Practice responding to ideas rather that the person advancing
Recognize individual and group similarities and differences.
- Analyze your perception of cultural variation in light
of experiences you have had with members of various cultural
- Analyze how the media create and/or reinforce societal
expectations of various social and cultural groups.
- Analyze the meaning of citizenship in various countries
and historical periods.
- Evaluate how marketing and media shape how social and
cultural groups. perceive themselves.
- Evaluate how getting to know and work with others from
various social and cultural groups can change your perceptions
of these groups.
- Practice opposing intolerance and stereotyping (e.g.,
participate in mock trials of students accused of non-conformist
- Demonstrate an ability to work well with those of different
ethnic groups and religions.
Use communication and social skills to interact effectively with others.
- Analyze how you and others feel in giving and receiving
- Analyze the effects of giving and receiving help in completing
- Evaluate ideas on their merit instead of the individual
- Evaluate how well one follows the lead of others in completing
- Evaluate how well one supports the leadership of others..
Demonstrate ways one can move group efforts forward (e.g.,
providing structure, guidelines, or ideas; supporting others'
- Demonstrate strategies for collaborating with peers,
adults and others in the community.
Demonstrate an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways.
- Analyze the causes of conflict in various situations
(e.g., with a friend, someone you are dating, a neighbor,
someone with a different political position, another country).
- Analyze strategies for dealing with sexual harassment
and an abusive relationship.
- Evaluate the appropriateness of various approaches to
resolving conflict (e.g., reflective listening, self-management,
debate, mediation, decision making by a leader, war, court
- Recommend ways for students to have a voice in establishing
and enforcing school rules.
- Analyze how conflict can escalate into violence.
- Demonstrate various approaches for resolving conflict.
Goal 3: Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts.
Consider ethical, safety, and societal factors in making decisions.
- Describe the value of resisting peer pressure that causes
social or emotional harm to self or others.
- Explain how a change in a current social policy (e.g.,
health care coverage for children, free public education,
child care assistance for working families) would impact
the behaviors of individuals and groups.
- Evaluate the consequences for yourself and others of
following ethical principles in your relationships.
- Evaluate ethical issues involved in a social policy.
- Predict how a jury of one's peers would judge various
- Show how a service project contributes to the good of
Apply decision-making skills to deal responsibly with daily academic and social situations.
- Identify how social relationships impact academic performance.
- Analyze how interests, personality traits, and aptitudes
affect career choices.
- Examine the relationship between academic courses and
- Examine family and friends as sources of support for
academic and social decisions.
- Evaluate how past relationships impact decisions about
- Use school and community resources in making academic
and social decisions.
Contribute to the well-being of one's school and community.
- Design a survey to identify school needs.
- Prioritize identified school needs.
- Compare and contrast government's record on important
public policy issues (e.g., protecting human rights, developing
renewable sources of energy, etc.).
- Develop a project and action plan to address an identified
- Conduct research on a school need of interest.
- Work cooperatively with other students in addressing
an identified need in the broader community (e.g., working
on a political campaign, a literacy project, an effort to
reduce hunger, an educational program to raise awareness
about climate change, etc.).
- Communicate the results of a group service project to
interested school and community groups.
Return to Social Emotional Learning (SEL) Performance Descriptors