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.
Identify and manage one's emotions and behavior.
- Identify factors that cause stress both positive and
- Identify physical reactions to stress (e.g., increased
energy and alertness, increased heart rate and respiration,
sweaty palms, red face, etc.).
- Recognize emotional reactions to stress.
- Describe strategies for dealing with upsetting situations
(e.g., disappointment, loss, separation).
- Reflect on the possible consequences before expressing
- Use "I-statements" to describe how you feel,
why you feel that way, and what you might like to change.
- Practice strategies to reduce stress (e.g., talking to
a friend or trusted adult, considering what led to these
feelings, physical exercise).
Recognize personal qualities and external supports.
- Name community resources that promote student success.
- Identify personal strengths and weaknesses and the effect
they have on your choices.
- Identify physical and emotional changes during adolescence.
- Recognize that students learn differently.
- Describe how adults at school demonstrate caring and
concern for students.
- Analyze the effort your family or other adults have made
to support your success in school.
Demonstrate skills related to achieving personal and academic goals.
- Set a goal that you could expect to achieve in a month
or two to improve some aspect of your school performance.
- Identify obstacles to achievement of your goal.
- Brainstorm possible ways to overcome obstacles in achieving
- Make a plan with action steps and timeframes to achieve
- Monitor progress on your goal.
- Evaluate your success and analyze what you might have
Goal 2: Use social-awareness and interpersonal skills to establish and maintain positive relationships.
Recognize the feelings and perspectives of others.
- Identify and practice reflective listening skills through
discussion and role-play.
- Recognize how a situation would make you feel and treat
- Describe others' feelings in a variety of situations.
- Ask open-ended questions to encourage others to express
- Use follow-up questions to clarify messages.
- Predict how one's own behavior might affect the feelings
- Interpret non-verbal communication cues.
Recognize individual and group similarities and differences.
- Identify unwelcome teasing or bullying behaviors.
- Identify ways to overcome misunderstanding among various
social and cultural groups.
- Identify ways to advocate for others.
- Describe situations where minority groups have been respected
at school or in the community.
- Discuss stereotyping and its negative impact on others.
- Demonstrate respect for members of various ethnic and
Use communication and social skills to interact effectively with others.
- Recognize the difference between positive and negative
- Describe ways to express forgiveness.
- Practice reflective listening.
- Respond non-defensively to criticism or accusation through
- Demonstrate encouragement of others and recognition or
- Demonstrate graciousness in winning and losing.
- Practice turning criticism into constructive feedback.
Demonstrate an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways.
- Recognize that conflict is a natural part of life.
- Identify intervention strategies to stop bullying.
- Suggest ways of addressing personal grievances to avoid
- Analyze different approaches to dealing with conflict
(e.g., avoidance, compliance, negotiation).
- Analyze why you may have to use different strategies
for dealing with different conflict situations.
- Evaluate ways to include every one in group activities.
- Use verbal and non-verbal strategies to resolve group
Goal 3: Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts.
Consider ethical, safety, and societal factors in making decisions.
- Recognize that an individual is responsible for his/her
- Identify the need for rules at school, home, and in society.
- Analyze what it means to be responsible for one's health.
- 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).
- Analyze the risks of potentially dangerous situations.
- Develop strategies to work things out rather than retaliate
when you feel wronged.
Apply decision-making skills to deal responsibly with daily academic and social situations.
- Identify tools to manage time better.
- Evaluate strategies for avoiding risky behavior (e.g.,
avoiding risky situations, ignoring negative peer pressure,
suggesting alternative activities, and pointing out unacceptable
- Use a homework organizer.
- Demonstrate an ability to set priorities.
- Demonstrate an ability to stay on task
- Demonstrate an ability to complete assignments on time.
Contribute to the well-being of one's school and community.
- Work with other students to plan and implement a service
project in your school.
- Describe ways of showing respect for your school environment.
- Support activities of various groups in your school.
- Contribute in positive ways to your home environment.
- Describe the role of a community service worker.
- Plan and implement with other students a service project
in your community.
- Plan a field trip to a community agency.
Return to Social Emotional Learning (SEL) Performance Descriptors