Illinois Learning Standards
Stage A - 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 emotions (e.g., happy, surprised, sad, angry,
proud, afraid) expressed in "feeling faces" or
- Name the emotions felt by characters in stories.
- Identify ways to calm yourself.
- Describe a time you felt the same way a story character
- Discuss classroom and school rules.
- Share feelings (e.g., through speaking, writing, drawing)
in a range of contexts.
Recognize personal qualities and external supports.
- Identify things you like to do.
- Identify the values that help you make good choices.
- Identify the people who can give you the help you need.
- Describe things you do well.
- Identify reliable adults from whom you would seek help
in an emergency.
- Describe situations in which you feel confident.
- Describe situations in which you feel you need help.
- Demonstrate a special skill or talent you have.
Demonstrate skills related to achieving personal and academic goals.
- Recognize the relationship between what you want to accomplish
and setting goals.
- Explain the various aspects of being successful in school.
- Describe a behavior you would like to change.
- Give an example of an academic goal you could set for
- Give an example of a personal goal you could set for
- Divide a goal you have set into manageable steps.
Goal 2: Use social-awareness and interpersonal skills to establish and maintain positive relationships.
Recognize the feelings and perspectives of others.
- Recognize that others may interpret the same situation
differently from you.
- Recognize that others may feel differently from you about
the same situation.
- Describe how others are feeling based on their facial
expressions and gestures.
- Explain how interrupting others may make them feel.
- Explain how sharing with and supporting others may make
- Recognize how changing your behaviors can impact how
others feel and respond.
Recognize individual and group similarities and differences.
- Identify examples of classroom behavior that are sensitive
to the needs of others (e.g., taking turns, listening to
one another, supporting each other's ideas).
- Recognize that all people are similar in the needs they
- Participate in the development of classroom rules.
- Describe rules that help students treat each other fairly.
- Demonstrate how students help each other (e.g., sharing,
- Demonstrate honesty and fairness while playing or working
Use communication and social skills to interact effectively with others.
- Describe appropriate ways to seek group entry.
- Use "please" and "thank you" appropriately.
- Raise one's hand for recognition.
- Pay attention when someone else is speaking.
- Follow directions given at school.
- Take turns and share toys and other resources with classmates.
- Practice sharing encouraging comments with others.
- Practice saying "no" to protect yourself from
Demonstrate an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways.
- Describe situations at school in which classmates might
disagree and experience conflict (e.g. refusing to share
supplies, not apologizing for hurt feelings, making false
accusations, excluding someone from an activity).
- Describe situations in the home where children and parents
might disagree and experience conflict (e.g., resisting
the enforcement of rules or completing of household chores).
- Describe a time when you had a disagreement with someone,
what happened, and how you might have handled the situation
- Distinguish between constructive and destructive ways
of resolving conflict.
- Use puppets to act out and resolve conflict situations.
- Practice self-calming techniques for anger management
as a way to de-escalate conflict situations.
Goal 3: Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts.
Consider ethical, safety, and societal factors in making decisions.
- Identify and follow bus, classroom, and school safety
- Recognize appropriate touch; and avoid inappropriate
- Explain how taking or destroying another's property makes
- Explain why hitting or yelling at somebody is hurtful
- Identify reliable sources of adult help.
- Describe situations when you might feel unsafe and need
help (e.g., crossing a busy street, being approached by
a strange adult).
- Draw pictures of ways to help others.
Apply decision-making skills to deal responsibly with daily academic and social situations.
- Recognize that one has choices in how to respond to situations.
- Describe calming strategies.
- Brainstorm alternative solutions to problems posed in
stories and cartoons.
- Use "I-statements" in expressing feelings.
- Implement stop, think, and act (plan) strategies in solving
- Practice group decision making with one's peers in class
- Identify foods and behaviors that keep the body healthy.
Contribute to the well-being of one's school and community.
- Identify how you currently help out at home and what else
you might do for a caregiver or sibling.
- List ways that students can help their class run more
- Express how you feel about helping out in class or at
- Describe what you learned about yourself in helping out
in class and at home.
- Volunteer for various classroom tasks (e.g., helping
with room set up, cleaning up, passing out papers, etc.).
- Participate in making and enforcing class rules.
Return to Social Emotional Learning (SEL) Performance Descriptors