Illinois Learning Standards

Stage F - 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. Identify factors that cause stress both positive and negative.
  2. Identify physical reactions to stress (e.g., increased energy and alertness, increased heart rate and respiration, sweaty palms, red face, etc.).
  3. Recognize emotional reactions to stress.
  4. Describe strategies for dealing with upsetting situations (e.g., disappointment, loss, separation).
  5. Reflect on the possible consequences before expressing an emotion.
  6. Use "I-statements" to describe how you feel, why you feel that way, and what you might like to change.
  7. Practice strategies to reduce stress (e.g., talking to a friend or trusted adult, considering what led to these feelings, physical exercise).
1B —
Recognize personal qualities and external supports.
  1. Name community resources that promote student success.
  2. Identify personal strengths and weaknesses and the effect they have on your choices.
  3. Identify physical and emotional changes during adolescence.
  4. Recognize that students learn differently.
  5. Describe how adults at school demonstrate caring and concern for students.
  6. Analyze the effort your family or other adults have made to support your success in school.
1C —
Demonstrate skills related to achieving personal and academic goals.
  1. Set a goal that you could expect to achieve in a month or two to improve some aspect of your school performance.
  2. Identify obstacles to achievement of your goal.
  3. Brainstorm possible ways to overcome obstacles in achieving your goals.
  4. Make a plan with action steps and timeframes to achieve your goal.
  5. Monitor progress on your goal.
  6. Evaluate your success and analyze what you might have done differently.

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

2A  —
Recognize the feelings and perspectives of others.
  1. Identify and practice reflective listening skills through discussion and role-play.
  2. Recognize how a situation would make you feel and treat others accordingly.
  3. Describe others' feelings in a variety of situations.
  4. Ask open-ended questions to encourage others to express themselves.
  5. Use follow-up questions to clarify messages.
  6. Predict how one's own behavior might affect the feelings of others.
  7. Interpret non-verbal communication cues.
2B —
Recognize individual and group similarities and differences.
  1. Identify unwelcome teasing or bullying behaviors.
  2. Identify ways to overcome misunderstanding among various social and cultural groups.
  3. Identify ways to advocate for others.
  4. Describe situations where minority groups have been respected at school or in the community.
  5. Discuss stereotyping and its negative impact on others.
  6. Demonstrate respect for members of various ethnic and religious groups.
2C —
Use communication and social skills to interact effectively with others.
  1. Recognize the difference between positive and negative relationships.
  2. Describe ways to express forgiveness.
  3. Practice reflective listening.
  4. Respond non-defensively to criticism or accusation through role-play.
  5. Demonstrate encouragement of others and recognition or their contributions.
  6. Demonstrate graciousness in winning and losing.
  7. Practice turning criticism into constructive feedback.
2D —
Demonstrate an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways.
  1. Recognize that conflict is a natural part of life.
  2. Identify intervention strategies to stop bullying.
  3. Suggest ways of addressing personal grievances to avoid conflict.
  4. Analyze different approaches to dealing with conflict (e.g., avoidance, compliance, negotiation).
  5. Analyze why you may have to use different strategies for dealing with different conflict situations.
  6. Evaluate ways to include every one in group activities.
  7. Use verbal and non-verbal strategies to resolve group conflict.

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. Recognize that an individual is responsible for his/her behavior.
  2. Identify the need for rules at school, home, and in society.
  3. Analyze what it means to be responsible for one's health.
  4. Analyze the needs of others in planning how work or sharing goods should be divided (e.g., those with handicaps, those who are disadvantaged, and those with special abilities).
  5. Analyze the risks of potentially dangerous situations.
  6. Develop strategies to work things out rather than retaliate when you feel wronged.
3B —
Apply decision-making skills to deal responsibly with daily academic and social situations.
  1. Identify tools to manage time better.
  2. Evaluate strategies for avoiding risky behavior (e.g., avoiding risky situations, ignoring negative peer pressure, suggesting alternative activities, and pointing out unacceptable consequences).
  3. Use a homework organizer.
  4. Demonstrate an ability to set priorities.
  5. Demonstrate an ability to stay on task
  6. Demonstrate an ability to complete assignments on time.
3C —
Contribute to the well-being of one's school and community.
  1. Work with other students to plan and implement a service project in your school.
  2. Describe ways of showing respect for your school environment.
  3. Support activities of various groups in your school.
  4. Contribute in positive ways to your home environment.
  5. Describe the role of a community service worker.
  6. Plan and implement with other students a service project in your community.
  7. Plan a field trip to a community agency.

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