Illinois Learning Standards
Stage I - 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 the consequences of different forms of communicating
- Predict how you would feel in giving or receiving help
or a compliment.
- Analyze how time management might improve your decision-making.
- Practice assertive communication to manage stress.
- Practice dealing appropriately with being wrongly accused
- Practice a stress management technique to handle anxiety
related to a school task (e.g., public speaking or taking
Recognize personal qualities and external supports.
- Identify possible career and volunteer opportunities
based on your identified interests and strengths.
- Identify things about yourself and situation that you
cannot change and devote your energy to something you can
- Establish criteria for deciding which of two sports or
other activities to engage in.
- Make a plan to improve your performance in a school subject
or area of family responsibility.
- Evaluate how various experiences (e.g., summer jobs or
volunteer work) have contributed to developing an interest
- Differentiate among relationship factors that impact
personal and career goals.
Demonstrate skills related to achieving personal and academic goals.
- Identify who helped you and how in achieving a recent
- Analyze why you were or were not able to overcome obstacles
in working on a recent goal.
- Analyze the impact of an unforeseen opportunity on achieving
- Analyze why scheduling conflicts might require you to
change the time frame for achieving a goal.
- Analyze how using illegal substances could interfere with
achievement of a long-term goal. Analyze how academic achievement
can contribute to achievement of a long-term goal.
Goal 2: Use social-awareness and interpersonal skills to establish and maintain positive relationships.
Recognize the feelings and perspectives of others.
- Recognize ways to share and reciprocate feelings.
- Identify people's varying attitudes and feelings about
current issues (e.g., what changes schools should make to
better prepare students for the work place).
- Differentiate between the factual and emotional content
of what a person says.
- Demonstrate empathy with others in a variety of situations.
- Develop strategies to provide support to others who are
- Demonstrate strategies to mentor others.
Recognize individual and group similarities and differences.
- Discuss stereotyping and its negative effects for both
the victim and perpetrator.
- Analyze how various social and cultural groups are portrayed
in the media.
- Analyze how exposure to cultural diversity might either
enhance or challenge your health behaviors (e.g., differing
driving or eating habits, more or less psychological pressure
based on differing cultural norms).
- Evaluate efforts to promote increased understanding among
- Evaluate efforts to provide members of various groups
with opportunities to work together to achieve common goals.
- Evaluate how protecting the rights and responsibilities
of minority student groups contributes to protecting the
rights of all students.
- Develop and maintain positive relationships with peers
of different genders, races, and ethnic groups.
Use communication and social skills to interact effectively with others.
- Describe how various relationships (e.g., peers, parents,
teachers, other adults) differ.
- Analyze differences in the degree of intimacy that is
appropriate in each kind of relationship.
- Analyze differences in resolving conflicts in different
types of relationships.
- Analyze differences in the distribution of power in various
relationships and how this affects communication styles.
- Apply goal-setting skills in helping a group develop
action steps for achieving a group goal.
- Develop criteria for evaluating success in completing
action steps and goal achievement.
Demonstrate an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways.
- Identify how both parties to a conflict might get their
- Analyze scenarios to show how power struggles contribute
- Develop strategies for resisting negative peer pressure
from different sources (e.g., best friends, casual acquaintances).
- Evaluate the effectiveness of enforced resolutions vs.
mutually agreed upon resolutions to conflict.
- Apply conflict resolution skills to de-escalate, defuse,
and/or resolve differences.
- Demonstrate problem-solving techniques through participation
in a simulation (e.g., a diplomatic effort to resolve an
international conflict, a legislative debate).
Goal 3: Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts.
Consider ethical, safety, and societal factors in making decisions.
- Explain how to reduce negative outcomes in risky situations.
- Explain how laws reflect social norms and affect our
- Analyze how personal decisions can affect your health
and the health of others.
- Examine how the depiction of violent acts in the media
and entertainment might impact individuals and groups.
- Show how social norms influence how we behave in different
settings (e.g., hospitals, restaurants, sporting events).
- Promote alcohol-free social events among peers.
Apply decision-making skills to deal responsibly with daily academic and social situations.
- Identify effective time management and organizational
- Identify resources that facilitate academic success and
- Describe the causes and effects on others of one of your
- Evaluate how the decisions you make about studying affect
your academic achievement.
- Evaluate the impact of considering safety factors on relationships.
- Evaluate how ethical conduct might improve valued relationships.
- Demonstrate how peers can help one another avoid and
cope with potentially dangerous situations.
Contribute to the well-being of one's school and community.
- Identify possible service projects to do within your
- Identify possible service projects to do within your community.
- Explain how one's decisions and behaviors affect the
well being of one's school and community.
- Describe how various organizations contribute to the
well-being of your community.
- Evaluate the impact on yourself and others of your involvement
in a activity to improve your school or community.
- Evaluate how you might improve your participation in
a service project in your school or community.
Return to Social Emotional Learning (SEL) Performance Descriptors