Illinois Learning Standards

Stage H - 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 stress management skills that work best for you.
  2. Predict how you would feel when apologizing to someone you have wronged.
  3. Demonstrate an ability to assess your level of stress based on physical and psychological factors.
  4. Monitor transitions in your emotions over time and reflect on their causes.
  5. Demonstrate an ability to reduce stress by re-assessing a situation.
  6. Demonstrate an ability to motivate yourself to greater performance through changing how you think about a challenging situation.
1B —
Recognize personal qualities and external supports.
  1. Identify what you like about yourself, including things that might be considered atypical for your gender.
  2. Take an inventory of your personal strengths and describe them in your journal.
  3. Describe a situation in which you needed help and where you sought it.
  4. Analyze how others in your life have helped you resist negative influences.
  5. Reflect on a time when you overcame an obstacle to accomplish something that was important to you.
  6. Analyze the role of extra-curricular activities in how you feel about school.
1C —
Demonstrate skills related to achieving personal and academic goals.
  1. Set a goal that you could achieve in a month or two related to an area of interest (e.g., a sport, hobby, musical instrument, etc.).
  2. Establish action steps and timeframes toward the achievement of this goal.
  3. Identify people who can help you achieve your goal and ask for their help.
  4. Monitor progress on achieving your goal and make adjustments in your plan as needed.
  5. Evaluate your level of goal achievement, identifying factors that contributed or detracted from it
  6. Analyze what you learned from this experience and what you would do differently next time.

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

2A  —
Recognize the feelings and perspectives of others.
  1. Analyze why both parties in a conflict feel as they do.
  2. Recognize actions that hurt others.
  3. Brainstorm different types of encouragement.
  4. Acknowledge the contributions of others.
  5. Log the feelings of TV characters and analyze why they felt as they did.
  6. Provide support to others who are experiencing problems.
2B —
Recognize individual and group similarities and differences.
  1. Analyze the consequences of ignoring the rights of other people.
  2. Evaluate how the actions of literary characters or historical figures have demonstrated human similarities and differences.
  3. Analyze why students who are different may be teased or bullied.
  4. Describe strategies for preventing or stopping bullying.
  5. Role-play strategies for preventing or stopping bullying.
  6. Evaluate the effectiveness of strategies for preventing or stopping bullying.
2C —
Use communication and social skills to interact effectively with others.
  1. Identify indicators of possible problems in relationships based on varying scenarios provided.
  2. Differentiate among passive, assertive, and aggressive responses to peer pressure.
  3. Develop guidelines for effective email communication.
  4. Role-play responding non-defensively to criticism or accusation.
  5. Use self-reflection to determine how to stop the spread of gossip.
  6. Practice effective speaking and listening at home.
2D —
Demonstrate an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways.
  1. Evaluate the effectiveness of various strategies for dealing with negative peer pressure (e.g. ignoring it changing the subject, calling attention to negative consequences, suggesting alternatives).
  2. Teach conflict resolution skills to younger children.
  3. Role-play de-escalating a conflict to avoid a fight.
  4. Use a conflict analysis checklist to analyze and resolve a conflict situation.
  5. Practice peer mediation skills.
  6. Explain the concept of a win-win resolution to 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 the impact of unethical or destructive behavior on family, friends, or loved ones.
  2. Recognize the legal issues related to the use of alcohol, tobacco, and other drugs by adolescents.
  3. Analyze how media advertising influences consumer choices.
  4. Consider how fairness and respect would influence planning, implementing, and evaluating a service-learning project in your school or community.
  5. Practice replacing beliefs about peer group norms that support irresponsible behavior with beliefs that support responsible behavior.
  6. Analyze how a literary character or historical figure considered societal and ethical factors in making important decisions.
3B —
Apply decision-making skills to deal responsibly with daily academic and social situations.
  1. Recognize the influence of peers on your academic and social success.
  2. Define methods for addressing interpersonal differences in a positive manner.
  3. Reflect on your responses to everyday problem situations in a journal.
  4. Practice problem-solving skills by answering letters sent to an advice columnist.
  5. Demonstrate how work and social relationships are enhanced through consideration of others' as well as your own expectations.
  6. Analyze how a literary character or historical figure did or did not use communication skills such as reflective listening in resolving a conflict.
3C —
Contribute to the well-being of one's school and community.
  1. Defend a position on an issue or public event in a simulated congressional debate.
  2. Defend a position in writing on an important citizenship topic (e.g., the rule of law, the value of an independent judiciary, separation of powers in government, protecting the rights of minorities, etc.)
  3. Evaluate your participation in a simulated state or federal election.
  4. Describe the role of political parties and interest groups and how they differ in their positions on issues.
  5. Describe the roles of voluntary organizations in a democratic society.
  6. Explain how one's decision and behaviors affect the well being of one's school and community.

Return to Social Emotional Learning (SEL) Performance Descriptors