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.

1A —
 Identify and manage one's emotions and behavior.
  1. Explain the consequences of different forms of communicating one's emotions.
  2. Predict how you would feel in giving or receiving help or a compliment.
  3. Analyze how time management might improve your decision-making.
  4. Practice assertive communication to manage stress.
  5. Practice dealing appropriately with being wrongly accused of something.
  6. Practice a stress management technique to handle anxiety related to a school task (e.g., public speaking or taking a test).
1B —
Recognize personal qualities and external supports.
  1. Identify possible career and volunteer opportunities based on your identified interests and strengths.
  2. Identify things about yourself and situation that you cannot change and devote your energy to something you can change.
  3. Establish criteria for deciding which of two sports or other activities to engage in.
  4. Make a plan to improve your performance in a school subject or area of family responsibility.
  5. Evaluate how various experiences (e.g., summer jobs or volunteer work) have contributed to developing an interest or skill.
  6. Differentiate among relationship factors that impact personal and career goals.
1C —
Demonstrate skills related to achieving personal and academic goals.
  1. Identify who helped you and how in achieving a recent goal.
  2. Analyze why you were or were not able to overcome obstacles in working on a recent goal.
  3. Analyze the impact of an unforeseen opportunity on achieving a goal.
  4. Analyze why scheduling conflicts might require you to change the time frame for achieving a goal.
  5. 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.

2A  —
Recognize the feelings and perspectives of others.
  1. Recognize ways to share and reciprocate feelings.
  2. 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).
  3. Differentiate between the factual and emotional content of what a person says.
  4. Demonstrate empathy with others in a variety of situations.
  5. Develop strategies to provide support to others who are experiencing problems.
  6. Demonstrate strategies to mentor others.
2B —
Recognize individual and group similarities and differences.
  1. Discuss stereotyping and its negative effects for both the victim and perpetrator.
  2. Analyze how various social and cultural groups are portrayed in the media.
  3. 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).
  4. Evaluate efforts to promote increased understanding among groups.
  5. Evaluate efforts to provide members of various groups with opportunities to work together to achieve common goals.
  6. Evaluate how protecting the rights and responsibilities of minority student groups contributes to protecting the rights of all students.
  7. Develop and maintain positive relationships with peers of different genders, races, and ethnic groups.
2C —
Use communication and social skills to interact effectively with others.
  1. Describe how various relationships (e.g., peers, parents, teachers, other adults) differ.
  2. Analyze differences in the degree of intimacy that is appropriate in each kind of relationship.
  3. Analyze differences in resolving conflicts in different types of relationships.
  4. Analyze differences in the distribution of power in various relationships and how this affects communication styles.
  5. Apply goal-setting skills in helping a group develop action steps for achieving a group goal.
  6. Develop criteria for evaluating success in completing action steps and goal achievement.
2D —
Demonstrate an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways.
  1. Identify how both parties to a conflict might get their needs met.
  2. Analyze scenarios to show how power struggles contribute to conflict.
  3. Develop strategies for resisting negative peer pressure from different sources (e.g., best friends, casual acquaintances).
  4. Evaluate the effectiveness of enforced resolutions vs. mutually agreed upon resolutions to conflict.
  5. Apply conflict resolution skills to de-escalate, defuse, and/or resolve differences.
  6. 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.

3A —
Consider ethical, safety, and societal factors in making decisions.
  1. Explain how to reduce negative outcomes in risky situations.
  2. Explain how laws reflect social norms and affect our personal decision-making.
  3. Analyze how personal decisions can affect your health and the health of others.
  4. Examine how the depiction of violent acts in the media and entertainment might impact individuals and groups.
  5. Show how social norms influence how we behave in different settings (e.g., hospitals, restaurants, sporting events).
  6. Promote alcohol-free social events among peers.
3B —
Apply decision-making skills to deal responsibly with daily academic and social situations.
  1. Identify effective time management and organizational skills.
  2. Identify resources that facilitate academic success and social functioning.
  3. Describe the causes and effects on others of one of your behaviors.
  4. Evaluate how the decisions you make about studying affect your academic achievement.
  5. Evaluate the impact of considering safety factors on relationships.
  6. Evaluate how ethical conduct might improve valued relationships.
  7. Demonstrate how peers can help one another avoid and cope with potentially dangerous situations.
3C —
Contribute to the well-being of one's school and community.
  1. Identify possible service projects to do within your school.
  2. Identify possible service projects to do within your community.
  3. Explain how one's decisions and behaviors affect the well being of one's school and community.
  4. Describe how various organizations contribute to the well-being of your community.
  5. Evaluate the impact on yourself and others of your involvement in a activity to improve your school or community.
  6. Evaluate how you might improve your participation in a service project in your school or community.

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