The standards describe the content and skills for students in grades K - 12 for social and emotional learning. Each standard includes five benchmark levels that describe what students should know and be able to do in early elementary (grades K - 3), late elementary (grades 4 - 5), middle/junior high (grades 6-8), early high school (grades 9-10), and late high school (grades 11-12). These standards build on the Illinois Social/Emotional Development Standards of the Illinois Early Learning Standards.
These standards have been developed in accordance with Section 15(a) of Public Act 93-0495. This Act calls upon the Illinois State Board of Education to "develop and implement a plan to incorporate social and emotional development standards as part of the Illinois Learning Standards."
The Illinois State Board of Education partners with Illinois Classrooms in Action to provide a wide variety of resources, including social emotional learning competencies organized by grade band.
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Introduction
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Goals
- Goal 1 - Develop self-awareness and self-management skills to achieve school and life success.
- Goal 2 - Use social-awareness and interpersonal skills to establish and maintain positive relationships.
- Goal 3 - Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts.
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Acknowledgements
Performance Descriptors
- Printable Descriptors Grades 1-5
- Printable Descriptors Grades 6-12
Below, you can view each program Stage and Descriptors for the given Stage.
Stage A
Goal 1: Develop self-awareness and self-management skills to achieve school and life success.
1A — Identify and manage one's emotions and behavior.
- Identify emotions (e.g., happy, surprised, sad, angry, proud, afraid) expressed in "feeling faces" or photographs.
- Name the emotions felt by characters in stories.
- Identify ways to calm yourself.
- Describe a time you felt the same way a story character felt.
- Discuss classroom and school rules.
- Share feelings (e.g., through speaking, writing, drawing) in a range of contexts.
1B — 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.
1C — 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 yourself.
- Give an example of a personal goal you could set for yourself.
- Divide a goal you have set into manageable steps.
Goal 2: Use social-awareness and interpersonal skills to establish and maintain positive relationships.
2A — 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 them feel.
- Recognize how changing your behaviors can impact how others feel and respond.
2B — 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 share.
- 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, not interrupting).
- Demonstrate honesty and fairness while playing or working with others.
2C — 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 unsafe situations.
2D — 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 differently.
- 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.
3A — Consider ethical, safety, and societal factors in making decisions.
- Identify and follow bus, classroom, and school safety rules.
- Recognize appropriate touch; and avoid inappropriate touch.
- Explain how taking or destroying another's property makes them feel.
- Explain why hitting or yelling at somebody is hurtful and unfair.
- 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.
3B — 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 problems.
- Practice group decision making with one's peers in class meetings.
- Identify foods and behaviors that keep the body healthy.
3C — 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 smoothly.
- Express how you feel about helping out in class or at home.
- 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.
Stage B
Goal 1: Develop self-awareness and self-management skills to achieve school and life success.
1A — Identify and manage one's emotions and behavior.
- Describe how various situations make you feel.
- Describe your physical responses to strong emotions.
- Recognize that feelings change throughout the day.
- Demonstrate patience in a variety of situations.
- Demonstrate a range of emotions through facial expressions and body language.
- Practice self talk to calm yourself.
1B — Recognize personal qualities and external supports.
- Identify the personal traits of characters in stories.
- Describe an achievement that makes you feel proud.
- Identify a community resource you enjoy using (e.g., play field, park, swimming pool, etc.).
- Identify various helpers in the school community.
- Analyze how you might have done better in a situation.
- Draw a picture of one of your favorite things to do with others (e.g., play a sport, ride your bike, go to the beach).
1C — Demonstrate skills related to achieving personal and academic goals.
- Identify a situation you want to change.
- Identify the progress that you have made toward achieving your goal.
- Explain the relationship between success in school and becoming what you want to be.
- Describe how you might improve your classroom behavior (e.g., raise your hand more often, complete assignments, pay attention).
- Make a plan for how to improve your performance in a school subject.
- Make a plan for how to achieve a personal goal.
- Use self-talk to reward yourself for accomplishments.
Goal 2: Use social-awareness and interpersonal skills to establish and maintain positive relationships.
2A — Recognize the feelings and perspectives of others.
- Identify verbal, physical, and situational cues in stories.
- Recognize the value of sharing diverse perspectives.
- Explain why characters in stories feel as they do.
- Analyze how students being left out might feel.
- Describe how different people interpret the same situation.
- Demonstrate an ability to listen to others (e.g., making eye contact, nodding, asking clarifying questions).
2B — Recognize individual and group similarities and differences.
- Recognize the existence of various groups based on social and cultural variables (e.g., age, race, ethnicity, shared interests, religion, and disability).
- Describe what one has learned about the ways cultural groups differ from one another (e.g., holidays, foods, music, and customs).
- Recognize that people who share a cultural tradition differ from one another in other ways.
- Recognize how diversity enriches a community.
- Compare and contrast various family structures.
- Reflect on your experiences with people of different age groups.
2C — Use communication and social skills to interact effectively with others.
- Discuss ways of initiating contact with someone you don't know.
- Discuss how to be a good friend.
- Greet others by name.
- Make and respond appropriately to introductions.
- Summarize a plan for making friends.
- Use appropriate non-verbal communication with others (e.g., movements, gestures, posture, facial expressions).
- Participate in establishing and enforcing ground rules for class and group/team efforts.
2D — 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 differently.
- 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.
3A — Consider ethical, safety, and societal factors in making decisions.
- Identify personal behaviors that are dangerous. (e.g., riding a bike without a helmet, riding with someone who has been drinking, accepting a ride from someone you don't know).
- Explain why it is important to treat others as you would want to be treated.
- Analyze how rules your family uses help its members get along together.
- Contribute to school safety by supporting classroom, lunchroom and playground rules.
- Participate in creating and enforcing classroom rules.
- Demonstrate sharing and taking turns.
3B — Apply decision-making skills to deal responsibly with daily academic and social situations.
- Describe the use of self-talk to calm down.
- Brainstorm alternative solutions to inter-personal problems in the classroom.
- Analyze how your tone of voice influences how others respond to you.
- Analyze the consequences of alternative choices.
- Make healthy choices regarding snacks.
- Demonstrate reflective listening.
- Demonstrate wise decisions regarding safety hazards (e.g., wearing seat belts in cars, wearing a bicycle helmet; avoiding sharp objects, too much sun exposure, and playing with fire).
3C — Contribute to the well-being of one's school and community.
- Identify a way you can help improve your local community.
- Describe what you have done to make a positive difference in your class or school and how this made you feel.
- Brainstorm ways to help your teacher address a shared concern.
- Volunteer to help out at home in a way that goes beyond what you are expected to do.
- Participate in developing a class policy on teasing.
- Plan and implement a project to improve your local community.
Stage C
Goal 1: Develop self-awareness and self-management skills to achieve school and life success.
1A — Identify and manage one's emotions and behavior.
- Identify a range of emotions you have experienced.
- Describe situations that trigger various emotions (e.g., listening to music, talking to a friend, taking a test, being scolded).
- Recognize mood changes and factors that contribute to them.
- Depict a range of emotions (e.g., make a poster, draw a picture, participate in a role play).
- Distinguish among intensity levels of an emotion.
- Demonstrate ways to deal with upsetting emotions (e.g., sadness, anger, disappointment).
- Practice deep breathing to calm yourself.
1B — Recognize personal qualities and external supports.
- Identify community members that can be of support when needed (e.g., religious leader, extended family member, and neighbor).
- Describe the personal qualities that successful learners demonstrate (e.g., perseverance, responsibility, attention to task, etc.).
- Explain how practice improves your performance of a skill.
- Analyze the positive qualities of role models.
- Analyze what it is about school that is challenging for you.
- Draw a picture of an activity your family likes to do together.
- Demonstrate ways to ask for help when needed.
1C — Demonstrate skills related to achieving personal and academic goals.
- Recognize how distractions may interfere with achievement of a goal.
- Recognize that present goals build on the achievement of past goals.
- Describe the steps you have made toward achieving a goal.
- Differentiate between short and long term goals.
- Monitor your progress toward achieving a personal or academic goal.
- Demonstrate ways to deal with upsetting emotions (e.g., sadness, anger, disappointment).
Goal 2: Use social-awareness and interpersonal skills to establish and maintain positive relationships.
2A — Recognize the feelings and perspectives of others.
- Distinguish between nonverbal and verbal cues and messages.
- Analyze alignment and non-alignment of verbal and non-verbal cues.
- Role-play the perspectives and feelings of characters from a story.
- Paraphrase what someone has said.
- Demonstrate a capacity to care about the feelings of others.
- Demonstrate an interest in the perspective of others.
2B — Recognize individual and group similarities and differences.
- Describe human differences depicted in stories.
- Describe how interactions with individuals from different cultures enrich one's life.
- Recognize that people from different cultural and social groups share many things in common.
- Analyze how people of different groups can help one another and enjoy each other's company.
- Analyze the impact of differing responses to human diversity on literary characters.
- Participate in an activity or simulation that allows you to experience life from the perspective of another group.
- Use literature to analyze various responses to human diversity (e.g., learning from, being tolerant of, aware of stereotyping).
2C — Use communication and social skills to interact effectively with others.
- Recognize when it is appropriate to give a compliment.
- Practice introducing everyone in your class.
- Demonstrate how to give a compliment.
- Demonstrate appropriate responses to receiving a compliment.
- Use 'I-statements" to express how you feel when someone has hurt you emotionally.
- Demonstrate expressing appreciation to someone who has helped you.
2D — Demonstrate an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways.
- Identify bullying behavior and how it affects people.
- Explain what happens when a conflict is not resolved.
- Describe ways to stop rumors.
- Analyze how an inability to manage one's anger might cause a conflict to get worse.
- Interpret whether the actions of literary characters were accidental or intentional.
- Examine how one's favorite literary character handles 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.
- Identify examples of ethical behavior by characters in stories (e.g., fairness, honesty, respect, compassion).
- Identify physical sensations and emotions that indicate a threat or danger.
- Describe the consequences of breaking classroom or school rules.
- Analyze the consequences of lying.
- Depict ways to help others (e.g., list, draw, cartoons).
- Evaluate various approaches to responding to provocation.
- Decide what is fair in responding to situations that arise in the classroom (e.g., how to share a new piece of equipment).
3B — Apply decision-making skills to deal responsibly with daily academic and social situations.
- Describe ways to promote the safety of oneself and others.
- Describe the steps of a decision-making model.
- Brainstorm alternative solutions to completing an assignment on time.
- Practice progressive relaxation.
- Demonstrate wise choices in selecting friends.
- Demonstrate group decision-making.
- Plan healthy meals.
3C — Contribute to the well-being of one's school and community.
- Describe what you learned about your school or community from your participation in a recent service project.
- Describe what you learned about yourself from participation in this project.
- Analyze the impact on the need addressed of a recent service project in which you participated.
- Analyze what you would do differently next time.
- Communicate the results of a school or community service project to a parent or community group.
- Write a letter to a newspaper editor on a community problem such as homelessness.
Stage D
Goal 1: Develop self-awareness and self-management skills to achieve school and life success.
1A — Identify and manage one's emotions and behavior.
- List positive strategies for handling conflict.
- Explain why characters in stories felt as they did.
- Distinguish among emotions you might feel in various situations.
- Use "I-statements" to express various emotions.
- Record changes in your emotions throughout the day (e.g., before and after transitions, recess lunch, etc.).
- Demonstrate an awareness of how your behavior affects others.
- Practice different strategies for handling upsetting situations.
1B — Recognize personal qualities and external supports.
- Identify something you would like to be able to do better.
- Describe ways in which you contribute to the school community.
- Describe ways in which you help out at home.
- List ways families can support students in school.
- Describe how peers can support each other in school.
- Measure your progress toward a personal goal.
1C — Demonstrate skills related to achieving personal and academic goals.
- Identify how obstacles have been overcome in achieving a goal (e.g., examples from literature, social science, personal experience).
- Recognize how conditions and people have contributed to your achievement of a goal.
- Identify the steps needed to perform a routine task (e.g., homework completion, organization of personal space/materials, studying for a test).
- Identify factors you could not change that prevented you from achieving a recent goal.
- Evaluate what you might have done differently to achieve greater success on a recent goal.
Goal 2: Use social-awareness and interpersonal skills to establish and maintain positive relationships.
2A — Recognize the feelings and perspectives of others.
- Label others' feelings based on verbal and non-verbal cues in different situations.
- List strategies to support students who are left out or bullied.
- Describe how one feels when left out of an activity or group.
- Describe how one feels when bullied.
- Predict possible responses to a range of emotions.
- Use "I-statements" to let others know that you have heard them.
2B — Recognize individual and group similarities and differences.
- Recognize the different social groups in school.
- Recognize the different cultural groups in school.
- Compare and contrast social groups.
- Compare and contrast cultural groups.
- Analyze the unique contributions of individuals and groups as featured in biographies, legends, and folklore.
- Develop strategies for building relationships with others who are different from oneself.
2C — Use communication and social skills to interact effectively with others.
- Identify ways to build positive relationships with peers, family and others.
- Identify attributes of cooperative behavior in a group setting.
- Demonstrate cooperative behaviors in a group.
- Practice reflective listening (e.g., I messages, paraphrase).
- Demonstrate how to initiate conversation with a new student.
- Develop a plan that supports the improvement of behaviors within a group.
2D — Demonstrate an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways.
- Identify the consequences of a solution.
- Identify assertive, passive and aggressive conflict resolution behaviors.
- Describe conflicts you have experienced and how you dealt with them.
- Explain how resolving a conflict with a friend could strengthen the friendship.
- Generate alternative solutions for a conflict.
- Demonstrate constructive conflict resolution strategies in the classroom.
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.
- Identify factors that make a situation unsafe.
- Recognize the consequences to oneself and others of dishonest behavior.
- Evaluate how others influenced your decisions (e.g., family, church, team, club membership).
- Avoid dangerous situations (e.g., unsupervised sports, walking in areas where you feel unsafe, biking without a helmet, hanging around with peers who use drugs).
- Demonstrate respect for the property of others.
- Demonstrate internet safety.
- Show what it means to accept responsibility for one's actions with regard to school work.
3B — Apply decision-making skills to deal responsibly with daily academic and social situations.
- Generate alternative solutions to problems.
- Analyze the consequences of alternative solutions to selected scenarios.
- Develop criteria for evaluating the consequences of a decision for oneself and important others in one's life.
- Demonstrate the steps of a decision-making process:
- Define the problem
- Say how you feel
- Identify contributing factors
- Set a goal
- Identify alternative solutions and the consequences of each
- Select the best solution
- Evaluate the results
- Apply a decision-making model to solve an interpersonal problem.
- Apply a decision-making model to academic challenges.
- Demonstrate awareness that feelings influence one's decisions.
3C — Contribute to the well-being of one's school and community.
- Identify ways that community workers assist residents in protecting and improving neighborhoods.
- Analyze your rights and responsibilities as a member of your school community.
- Discuss your reasons for voting as you did in a simulated local, state, or national election.
- Participate in making and enforcing classroom rules.
- Brainstorm ways you could contribute to your community (e.g., help a neighbor, contribute to community safety, help keep your block clean).
- Construct an argument to persuade classmates to vote or become a candidate for office in a simulated local, state, and national election.
Stage E
Goal 1: Develop self-awareness and self-management skills to achieve school and life success.
1A — Identify and manage one's emotions and behavior.
- Describe the physical responses common to a range of emotions.
- Describe emotions associated with personal experiences.
- Practice expressing positive feelings about others.
- Evaluate ways of dealing with upsetting situations (e.g., being left out, losing, rejection, being teased).
- Demonstrate emotions in various contexts in role-plays.
- Practice handling pressure situations (e.g., taking a test, participating in a competitive activity).
1B — Recognize personal qualities and external supports.
- Describe a time and situation you needed help.
- Identify reliable adults from whom you would seek help in various situations.
- Describe how you would improve your ability to perform a valued skill.
- Explain how adult role models influence your aspirations for the future.
- Practice strategies that support peers in school.
- Demonstrate leadership within the school community (e.g., reading tutor, student council, clubs, mentoring new students).
1C — Demonstrate skills related to achieving personal and academic goals.
- Develop a friendship goal with action steps to be taken by certain dates.
- Develop an academic goal with action steps to be taken by certain dates.
- Monitor progress on planned action steps for a friendship goal.
- Monitor progress on planned action steps for an academic goal.
- Analyze why you needed to change or delay action steps for achieving a recent goal.
- Evaluate your level of achievement with regard to a recent goal.
Goal 2: Use social-awareness and interpersonal skills to establish and maintain positive relationships.
2A — Recognize the feelings and perspectives of others.
- Describe others' feelings in a variety of situations.
- Describe an argument you had with another person and summarize both points of view.
- Analyze why literary characters felt as they did.
- Analyze the various points of view expressed on an historical, political, or social issue.
- Evaluate how a change in behavior of one side of a disagreement affects the other side.
2B — Recognize individual and group similarities and differences.
- Describe the basic rights of all individuals regardless of their social or cultural affiliations.
- Describe examples of how the media portray various social and cultural groups.
- Analyze how responsible students help their classmates.
- Demonstrate strategies for building relationships with others who are different from oneself.
- Design a project that shows how your class or school is enriched by different cultures.
2C — Use communication and social skills to interact effectively with others.
- Describe the qualities of an effective communicator.
- Respond positively to constructive criticism.
- Take responsibility for one's mistakes.
- Interview an adult on the topic of how to develop friendships
- Demonstrate support for others' contributions to a group/team effort.
- Distinguish between positive and negative peer pressure.
- Demonstrate strategies for resisting negative peer pressure.
2D — Demonstrate an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways.
- Identify the consequences of conflict resolution behavior.
- Identify refusal skills for unsafe behaviors (e.g., drugs and alcohol, gang involvement, and sexual activity).
- Explain how resolving a conflict could improve one's understanding of a situation.
- Distinguish between positive and negative peer pressure.
- Demonstrate resisting peer pressure to do something unsafe or potentially dangerous.
- Use a checklist to practice the steps of refusing unwanted peer pressure.
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.
- Describe how differing points of view affect your decision-making process.
- Describe what it means to be dependable and why this is sometimes difficult (e.g., meeting deadlines, keeping commitments).
- Explain why it is important to obey laws.
- Analyze what it means to be responsible with regard to one's family, friends, school community.
- Evaluate conflicting points of view in making a decision.
3B — Apply decision-making skills to deal responsibly with daily academic and social situations.
- Identify challenges and obstacles to solving problems.
- Identify healthy alternatives to risky behaviors.
- Evaluate strategies to promote school success (e.g., identifying distractions, managing stress, and putting first things first).
- Practice aligning non-verbal and verbal communication in refusing unwanted behavior.
- Apply a decision-making model to deal with unwanted behavior.
3C — Contribute to the well-being of one's school and community.
- Identify various ways that community workers assist residents in beautifying and protecting neighborhoods.
- Gather information on a community issue or need.
- Develop a plan with your classmates to address a community issue or need.
- Monitor your progress on implementing a plan to address a community issue or need.
- Evaluate implementation of a class plan to address a community issue.
- Make recommendations on how you would improve a plan that addresses a community issue.
Stage F
Goal 1: Develop self-awareness and self-management skills to achieve school and life success.
1A — Identify and manage one's emotions and behavior.
- Identify factors that cause stress both positive and negative.
- Identify physical reactions to stress (e.g., increased energy and alertness, increased heart rate and respiration, sweaty palms, red face, etc.).
- Recognize emotional reactions to stress.
- Describe strategies for dealing with upsetting situations (e.g., disappointment, loss, separation).
- Reflect on the possible consequences before expressing an emotion.
- Use "I-statements" to describe how you feel, why you feel that way, and what you might like to change.
- Practice strategies to reduce stress (e.g., talking to a friend or trusted adult, considering what led to these feelings, physical exercise).
1B — Recognize personal qualities and external supports.
- Name community resources that promote student success.
- Identify personal strengths and weaknesses and the effect they have on your choices.
- Identify physical and emotional changes during adolescence.
- Recognize that students learn differently.
- Describe how adults at school demonstrate caring and concern for students.
- Analyze the effort your family or other adults have made to support your success in school.
1C — Demonstrate skills related to achieving personal and academic goals.
- Set a goal that you could expect to achieve in a month or two to improve some aspect of your school performance.
- Identify obstacles to achievement of your goal.
- Brainstorm possible ways to overcome obstacles in achieving your goals.
- Make a plan with action steps and timeframes to achieve your goal.
- Monitor progress on your goal.
- Evaluate your success and analyze what you might have done differently.
Goal 2: Use social-awareness and interpersonal skills to establish and maintain positive relationships.
2A — Recognize the feelings and perspectives of others.
- Identify and practice reflective listening skills through discussion and role-play.
- Recognize how a situation would make you feel and treat others accordingly.
- Describe others' feelings in a variety of situations.
- Ask open-ended questions to encourage others to express themselves.
- Use follow-up questions to clarify messages.
- Predict how one's own behavior might affect the feelings of others.
- Interpret non-verbal communication cues.
2B — Recognize individual and group similarities and differences.
- Identify unwelcome teasing or bullying behaviors.
- Identify ways to overcome misunderstanding among various social and cultural groups.
- Identify ways to advocate for others.
- Describe situations where minority groups have been respected at school or in the community.
- Discuss stereotyping and its negative impact on others.
- Demonstrate respect for members of various ethnic and religious groups.
2C — Use communication and social skills to interact effectively with others.
- Recognize the difference between positive and negative relationships.
- Describe ways to express forgiveness.
- Practice reflective listening.
- Respond non-defensively to criticism or accusation through role-play.
- Demonstrate encouragement of others and recognition or their contributions.
- Demonstrate graciousness in winning and losing.
- Practice turning criticism into constructive feedback.
2D — Demonstrate an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways.
- Recognize that conflict is a natural part of life.
- Identify intervention strategies to stop bullying.
- Suggest ways of addressing personal grievances to avoid conflict.
- Analyze different approaches to dealing with conflict (e.g., avoidance, compliance, negotiation).
- Analyze why you may have to use different strategies for dealing with different conflict situations.
- Evaluate ways to include every one in group activities.
- Use verbal and non-verbal strategies to resolve group 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.
- Recognize that an individual is responsible for his/her behavior.
- Identify the need for rules at school, home, and in society.
- Analyze what it means to be responsible for one's health.
- Analyze the needs of others in planning how work or sharing goods should be divided (e.g., those with handicaps, those who are disadvantaged, and those with special abilities).
- Analyze the risks of potentially dangerous situations.
- Develop strategies to work things out rather than retaliate when you feel wronged.
3B — Apply decision-making skills to deal responsibly with daily academic and social situations.
- Identify tools to manage time better.
- Evaluate strategies for avoiding risky behavior (e.g., avoiding risky situations, ignoring negative peer pressure, suggesting alternative activities, and pointing out unacceptable consequences).
- Use a homework organizer.
- Demonstrate an ability to set priorities.
- Demonstrate an ability to stay on task.
- Demonstrate an ability to complete assignments on time.
3C — Contribute to the well-being of one's school and community.
- Work with other students to plan and implement a service project in your school.
- Describe ways of showing respect for your school environment.
- Support activities of various groups in your school.
- Contribute in positive ways to your home environment.
- Describe the role of a community service worker.
- Plan and implement with other students a service project in your community.
- Plan a field trip to a community agency.
Stage G
Goal 1: Develop self-awareness and self-management skills to achieve school and life success.
1A — Identify and manage one's emotions and behavior.
- Recognize emotions as indicators of situations in need of attention.
- Distinguish how you really feel from how others expect you to feel.
- Distinguish between different emotions (e.g., fear and anger, shame and sadness).
- Analyze emotional states that contribute to or detract from your ability to solve problems.
- Analyze the effect of self-talk on emotions.
- Practice self-calming techniques (deep breathing, self-talk, progressive relaxation, etc.) to manage stress.
- Demonstrate an ability to process emotions to facilitate problem-solving (e.g., overcome negativity, and develop a positive attitude).
1B — Recognize personal qualities and external supports.
- Identify extra-curricular activities available to students.
- Recognize the outside influences on development of personal characteristics (e.g., body image, self-esteem, behavior).
- Identify school support personnel and investigate how they assist students.
- Identify organizations in your community that provide opportunities to develop your interests or talents.
- Evaluate the benefits of participating in extra-curricular activities (e.g., friendship, leadership, learning new skills, teamwork).
- Evaluate how your physical characteristics have contributed to decisions you have made (e.g., what sports to play, what activities to participate, etc.).
1C — Demonstrate skills related to achieving personal and academic goals.
- Identify resources to help progress towards a goal (e.g., research materials).
- Analyze how barriers and supports influenced the completion of action steps toward achieving a goal.
- Analyze how you might have made better use of supports and overcome obstacles in working on a recent goal.
- distinguish between a short and long-term goal.
- Apply goal-setting skills to develop academic success.
- Set a positive social interaction goal.
Goal 2: Use social-awareness and interpersonal skills to establish and maintain positive relationships.
2A — Recognize the feelings and perspectives of others.
- Identify the feelings and perspective of others during group discussions.
- Recall a situation where your behavior impacted the feelings of others either positively or negatively.
- Describe how classmates who are the subject of rumors or bullying might feel.
- Distinguish between bullying and non-bullying situations.
- Role-play the perspectives of various characters in scenarios provided.
- Paraphrase the conflicting perspectives of parties to a conflict.
2B — Recognize individual and group similarities and differences.
- Investigate the traditions of others (e.g. memorize phrases from other languages, familiarize yourself with the music or cuisine of other cultures).
- Identify negative depictions of differences among people (e.g., gender or sexual orientation stereotyping, discrimination against socio-economic or culture minorities, prejudices based on misinformation) in readings completed for coursework.
- Explain how a lack of understanding of social and cultural differences can contribute to intolerance.
- Evaluate ways of overcoming a lack of understanding of those who are different.
- Explain why bullying or making fun of others is harmful to oneself or others (e.g., physical or verbal).
- Listen respectively to opposing points of views on controversial issues.
2C — Use communication and social skills to interact effectively with others.
- Role-play how to report bullying behavior.
- Participate in setting and enforcing class rules.
- Practice strategies for maintaining positive relationships (e.g., pursuing shared interests and activities, spending time together, giving and receiving help, practicing forgiveness).
- Recognize the importance of setting limits for yourself and others.
- Demonstrate an ability both to assume leadership and be a team player in achieving group goals.
- Learn to maintain an objective, non-judgmental tone during disagreements.
2D — Demonstrate an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways.
- Identify factors that contribute to violence (e.g., inappropriate management of anger and the availability of instruments of violence).
- List characteristics of friends who are a healthy or unhealthy influence.
- Identify strategies for avoiding, sidestepping, and reducing violence.
- Brainstorm destructive behaviors encouraged by peers (e.g., drugs, gossip, sexual behaviors, self-destructive behavior, etc.).
- Analyze the causes of a physical or verbal fight that you observed and prevention strategies.
- Practice negotiation skills in pairs, taking the perspective of both parties into account.
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.
- Identify safe alternatives to risky behaviors (e.g., riding in a car with a drunk driver, riding a skate board in a dangerous place, resisting smoking or drugs).
- Describe common socially accepted behavior in a variety of situations (e.g. attending a football game or concert joining a new group, going to a job interview, participating in class, etc.).
- Define the roles of responsibility as a victim, bystander, perpetrator, rescuer in a situation.
- Assess one's own risk for various types of injury.
- Make journal entries on how your actions have affected others.
- Judge the seriousness of unethical behaviors (e.g., cheating, lying, stealing, plagiarism, etc.).
3B — Apply decision-making skills to deal responsibly with daily academic and social situations.
- List qualities that contribute to friendships.
- Describe the effects of procrastination and disorganization on academic outcomes.
- Analyze how decision-making skills improve your study habits.
- Analyze each step of a decision-making process used in responding to problem scenarios.
- Reflect in your journal on the consequences of your recent risk-taking behavior.
- Use a decision log for 24 hours to identify influences on your health decisions.
- Demonstrate refusal skills.
3C — Contribute to the well-being of one's school and community.
- Identify sources of information about your community.
- Identify responsibilities of citizenship (e.g., obeying laws, serving on juries, being informed about issues, being involved in influencing public policy).
- Analyze what you learned about yourself and the community from involvement. In a community improvement activity.
- Analyze the consequences of participating or not participating in the electoral process.
- Collect information about how groups are working to improve the community.
- Evaluate a recent project that addressed a community need or issue.
- Make a plan with your family to participate in a community improvement activity.
Stage H
Goal 1: Develop self-awareness and self-management skills to achieve school and life success.
1A — Identify and manage one's emotions and behavior.
- Identify stress management skills that work best for you.
- 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 a situation.
- 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.
- 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 negative influences.
- 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.
1C — 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, etc.).
- 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.
2A — 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.
2B — Recognize individual and group similarities and differences.
- Analyze the consequences of ignoring the rights of other people.
- 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 or bullied.
- 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.
2C — 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 accusation.
- Use self-reflection to determine how to stop the spread of gossip.
- Practice effective speaking and listening at home.
2D — 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 alternatives).
- 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.
3A — 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 responsible behavior.
- 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.
- Recognize the influence of peers on your academic and social success.
- 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.
3C — Contribute to the well-being of one's school and community.
- Defend a position on an issue or public event in a simulated congressional debate.
- 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 election.
- 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 society.
- Explain how one's decision and behaviors affect the well being of one's school and community.
Stage I
Goal 1: Develop self-awareness and self-management skills to achieve school and life success.
1A — Identify and manage one's emotions and behavior.
- Explain the consequences of different forms of communicating one's emotions.
- 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 of something.
- 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.
- 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 change.
- 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 or skill.
- Differentiate among relationship factors that impact personal and career goals.
1C — Demonstrate skills related to achieving personal and academic goals.
- Identify who helped you and how in achieving a recent goal.
- 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 a goal.
- 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.
2A — 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 experiencing problems.
- Demonstrate strategies to mentor others.
2B — 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 groups.
- 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.
2C — 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.
2D — Demonstrate an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways.
- Identify how both parties to a conflict might get their needs met.
- Analyze scenarios to show how power struggles contribute to conflict.
- 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.
3A — 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 personal decision-making.
- 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.
3B — Apply decision-making skills to deal responsibly with daily academic and social situations.
- Identify effective time management and organizational skills.
- Identify resources that facilitate academic success and social functioning.
- Describe the causes and effects on others of one of your behaviors.
- 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.
3C — Contribute to the well-being of one's school and community.
- Identify possible service projects to do within your school.
- 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.
Stage J
Goal 1: Develop self-awareness and self-management skills to achieve school and life success.
1A — Identify and manage one's emotions and behavior.
- Explain how focusing on your community's assets rather than its deficits can affect your choices.
- Describe how changing your interpretation of an event can alter how you and others feel about it.
- Recognize the impact of denial defense mechanisms on your mental health.
- Analyze outcome differences for you and others of expressing fear in various situations (e.g., in the presence of a potential assailant, in the presence of a friend).
- Demonstrate how you might use upset feelings to ask for help rather express anger.
- Demonstrate an ability to express hurt without withdrawal, blame, or aggression.
- Select healthy defense mechanisms.
1B — Recognize personal qualities and external supports.
- Identify the skills and credentials required to enter a particular profession and begin to prepare accordingly.
- Analyze how the example of the professional work or community service of an adult in your life has contributed to an important life goal.
- Demonstrate decision-making based on what is right rather than media images of success.
- Reach out to help others achieve their goals.
- Develop relationships that support personal and career goals.
1C — Demonstrate skills related to achieving personal and academic goals.
- Set a long-term academic/career goal with dates for completion of the action steps.
- Anticipate barriers to achieving your goal and make contingency plans for overcoming them.
- Analyze how current decisions about health behavior may affect long-term education and career goals.
- Evaluate the feasibility of the goal of getting a summer job based on your ability to complete the necessary action steps in a timely manner.
- Evaluate your achievement on two recent goals by using criteria related to goal setting, making and working a plan, and accessing available supports.
- Establish a behavioral contract to improve a coping strategy and journal your progress in fulfilling it.
Goal 2: Use social-awareness and interpersonal skills to establish and maintain positive relationships.
2A — Recognize the feelings and perspectives of others.
- Analyze barriers to effective communication.
- Evaluate opposing points of view on current issues (e.g., the role of students in the governance of their school).
- Analyze the factors that have influenced your perspective on an issue.
- Use appropriate non-verbal cues to communicate your understanding of another's perspective.
- Demonstrate ways to assert one's needs and viewpoints in a respectful manner.
- Practice responding to ideas rather that the person advancing them.
2B — Recognize individual and group similarities and differences.
- Analyze your perception of cultural variation in light of experiences you have had with members of various cultural groups.
- Analyze how the media create and/or reinforce societal expectations of various social and cultural groups.
- Analyze the meaning of citizenship in various countries and historical periods.
- Evaluate how marketing and media shape how social and cultural groups. perceive themselves.
- Evaluate how getting to know and work with others from various social and cultural groups can change your perceptions of these groups.
- Practice opposing intolerance and stereotyping (e.g., participate in mock trials of students accused of non-conformist behavior).
- Demonstrate an ability to work well with those of different ethnic groups and religions.
2C — Use communication and social skills to interact effectively with others.
- Analyze how you and others feel in giving and receiving help.
- Analyze the effects of giving and receiving help in completing tasks.
- Evaluate ideas on their merit instead of the individual sharing them.
- Evaluate how well one follows the lead of others in completing group tasks.
- Evaluate how well one supports the leadership of others.. Demonstrate ways one can move group efforts forward (e.g., providing structure, guidelines, or ideas; supporting others' ideas).
- Demonstrate strategies for collaborating with peers, adults and others in the community.
2D — Demonstrate an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways.
- Analyze the causes of conflict in various situations (e.g., with a friend, someone you are dating, a neighbor, someone with a different political position, another country).
- Analyze strategies for dealing with sexual harassment and an abusive relationship.
- Evaluate the appropriateness of various approaches to resolving conflict (e.g., reflective listening, self-management, debate, mediation, decision making by a leader, war, court rulings, etc.).
- Recommend ways for students to have a voice in establishing and enforcing school rules.
- Analyze how conflict can escalate into violence.
- Demonstrate various approaches for resolving 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.
- Describe the value of resisting peer pressure that causes social or emotional harm to self or others.
- Explain how a change in a current social policy (e.g., health care coverage for children, free public education, child care assistance for working families) would impact the behaviors of individuals and groups.
- Evaluate the consequences for yourself and others of following ethical principles in your relationships.
- Evaluate ethical issues involved in a social policy.
- Predict how a jury of one's peers would judge various behaviors.
- Show how a service project contributes to the good of society.
3B — Apply decision-making skills to deal responsibly with daily academic and social situations.
- Identify how social relationships impact academic performance.
- Analyze how interests, personality traits, and aptitudes affect career choices.
- Examine the relationship between academic courses and career goals.
- Examine family and friends as sources of support for academic and social decisions.
- Evaluate how past relationships impact decisions about future relationships.
- Use school and community resources in making academic and social decisions.
3C — Contribute to the well-being of one's school and community.
- Design a survey to identify school needs.
- Prioritize identified school needs.
- Compare and contrast government's record on important public policy issues (e.g., protecting human rights, developing renewable sources of energy, etc.).
- Develop a project and action plan to address an identified school need.
- Conduct research on a school need of interest.
- Work cooperatively with other students in addressing an identified need in the broader community (e.g., working on a political campaign, a literacy project, an effort to reduce hunger, an educational program to raise awareness about climate change, etc.).
- Communicate the results of a group service project to interested school and community groups.
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