Illinois State Board of Education
Social and Emotional Learning Standards
Social and Emotional Learning (SEL) is defined as ”the process through which children enhance their ability to integrate thinking, feeling, and behaving to achieve important life tasks. Those competent in SEL are able to recognize and manage their emotions, establish healthy relationships, set positive goals, meet personal and social needs, and make responsible and ethical decisions. (Elias et al, 1997; Payton et al, 2000.) The passage of the Children’s Mental Health Act in 2003 legislated that all Illinois school districts create policies that address children’s social and emotional development; and that the State Board of Education (ISBE) develop social and emotional learning standards and mandate their implementation in all public schools. December 2004
Goal 31: Develop self-awareness and self-management skills to
achieve school and life success.
Why this goal is important:
Several key sets of skills and attitudes provide a strong foundation
for achieving school and life success. One involves knowing your
emotions, how to manage them, and ways to express them constructively.
This enables one to handle stress, control impulses, and motivate
oneself to persevere in overcoming obstacles to goal achievement. A
related set of skills involves accurately assessing your abilities and
interests, ways to build strengths, and making effective use of family,
school, and community resources. Finally, it is critical for students
to be able to establish and monitor their progress toward achieving
academic and personal goals.
| Learning Standard A: Consider ethical, safety, and societal factors in making decisions. |
Early Elementary
33A.1a. Explain why unprovoked acts that hurt others are wrong.
33A.1b. Identify social norms and safety considerations that guide behavior.
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Late Elementary
33A.2a. Demonstrate the ability to respect the rights of self and others.
33A.2b. Demonstrate knowledge of how social norms affect decision making and behavior.
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Middle/Junior High
33A.3a.
Evaluate how honesty, respect, fairness, and compassion enable one to
take the needs of others into account when making decisions.
33A.3b. Analyze the reasons for school and societal rules.
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Early H.S.
33A.4a. Demonstrate personal responsibility in making ethical decisions.
33A.4b. Evaluate how social norms and the expectations of authority influence personal decisions and actions.
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Late H.S.
33A.5a. Apply ethical reasoning to evaluate societal practices.
33A.5b. Examine how the norms of different societies and cultures influence their members' decisions and behaviors.
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| Learning Standard B: Apply decision-making skills to deal responsibly with daily academic and social situations. |
Early Elementary
33B.1a. Identify a range of decisions that students make at school.
33B.1b. Make positive choices when interacting with classmates.
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Late Elementary
33B.2a. Identify and apply the steps of systematic decision making.
33B.2b. Generate alternative solutions and evaluate their consequences for a range of academic and social situations.
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Middle/Junior High
33B.3a. Analyze how decision-making skills improve study habits and academic performance.
33B.3b. Evaluate strategies for resisting pressures to engage in unsafe or unethical activities.
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Early H.S.
33B.4a. Evaluate personal abilities to gather information, generate alternatives, and anticipate the consequences of decisions.
33B.4b. Apply decision-making skills to establish responsible social and work relationships.
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Late H.S.
33B.5a. Analyze how present decision making affects college and career choices.
33B.5b. Evaluate how responsible decision making affects interpersonal and group relationships.
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| Learning Standard C: Contribute to the well-being of one's school and community. |
Early Elementary
33C.1a. Identify and perform roles that contribute to one's classroom.
33C.1b. Identify and perform roles that contribute to one's family.
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Late Elementary
33C.2a. Identify and perform roles that contribute to the school community.
33C.2b. Identify and perform roles that contribute to one's local community.
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Middle/Junior High
33C.3a. Evaluate one's participation in efforts to address an identified school need.
33C.3b. Evaluate one's participation in efforts to address an identified need in one's local community.
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Early H.S.
33C.4a. Plan, implement, and evaluate one's participation in activities and organizations that improve school climate.
33C.4b. Plan, implement, and evaluate one's participation in a group effort to contribute to one's local community.
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Late H.S.
33C.5a. Work cooperatively with others to plan, implement, and evaluate a project to meet an identified school need.
33C.5b. Work cooperatively with others to plan,
implement, and evaluate a project that addresses an identified need in
the broader community. |
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