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.
Identify and manage one's emotions and behavior.
- Identify stress management skills that work best for
- Predict how you would feel when apologizing to someone
you have wronged.
- Demonstrate an ability to assess your level of stress
based on physical and psychological factors.
- Monitor transitions in your emotions over time and reflect
on their causes.
- Demonstrate an ability to reduce stress by re-assessing
- Demonstrate an ability to motivate yourself to greater
performance through changing how you think about a challenging
Recognize personal qualities and external supports.
- Identify what you like about yourself, including things
that might be considered atypical for your gender.
- Take an inventory of your personal strengths and describe
them in your journal.
- Describe a situation in which you needed help and where
you sought it.
- Analyze how others in your life have helped you resist
- Reflect on a time when you overcame an obstacle to accomplish
something that was important to you.
- Analyze the role of extra-curricular activities in how
you feel about school.
Demonstrate skills related to achieving personal and academic goals.
- 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,
- Establish action steps and timeframes toward the achievement
of this goal.
- Identify people who can help you achieve your goal and
ask for their help.
- Monitor progress on achieving your goal and make adjustments
in your plan as needed.
- Evaluate your level of goal achievement, identifying
factors that contributed or detracted from it
- 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.
Recognize the feelings and perspectives of others.
- Analyze why both parties in a conflict feel as they do.
- Recognize actions that hurt others.
- Brainstorm different types of encouragement.
- Acknowledge the contributions of others.
- Log the feelings of TV characters and analyze why they
felt as they did.
- Provide support to others who are experiencing problems.
Recognize individual and group similarities and differences.
- Analyze the consequences of ignoring the rights of other
- Evaluate how the actions of literary characters or historical
figures have demonstrated human similarities and differences.
- Analyze why students who are different may be teased
- Describe strategies for preventing or stopping bullying.
- Role-play strategies for preventing or stopping bullying.
- Evaluate the effectiveness of strategies for preventing
or stopping bullying.
Use communication and social skills to interact effectively with others.
- Identify indicators of possible problems in relationships
based on varying scenarios provided.
- Differentiate among passive, assertive, and aggressive
responses to peer pressure.
- Develop guidelines for effective email communication.
- Role-play responding non-defensively to criticism or
- Use self-reflection to determine how to stop the spread
- Practice effective speaking and listening at home.
Demonstrate an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways.
- 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
- Teach conflict resolution skills to younger children.
- Role-play de-escalating a conflict to avoid a fight.
- Use a conflict analysis checklist to analyze and resolve
a conflict situation.
- Practice peer mediation skills.
- 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.
Consider ethical, safety, and societal factors in making decisions.
- Recognize the impact of unethical or destructive behavior
on family, friends, or loved ones.
- Recognize the legal issues related to the use of alcohol,
tobacco, and other drugs by adolescents.
- Analyze how media advertising influences consumer choices.
- Consider how fairness and respect would influence planning,
implementing, and evaluating a service-learning project
in your school or community.
- Practice replacing beliefs about peer group norms that
support irresponsible behavior with beliefs that support
- Analyze how a literary character or historical figure
considered societal and ethical factors in making important
Apply decision-making skills to deal responsibly with daily academic and social situations.
- Recognize the influence of peers on your academic and
- Define methods for addressing interpersonal differences
in a positive manner.
- Reflect on your responses to everyday problem situations
in a journal.
- Practice problem-solving skills by answering letters
sent to an advice columnist.
- Demonstrate how work and social relationships are enhanced
through consideration of others' as well as your own expectations.
- Analyze how a literary character or historical figure
did or did not use communication skills such as reflective
listening in resolving a conflict.
Contribute to the well-being of one's school and community.
- Defend a position on an issue or public event in a simulated
- 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.)
- Evaluate your participation in a simulated state or federal
- Describe the role of political parties and interest groups
and how they differ in their positions on issues.
- Describe the roles of voluntary organizations in a democratic
- 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