Social Emotional Standards

Social Emotional Standards for Evidence Based Report Cards

The Social Emotional Standards for District 80 are inline with our PRIDE Program.

P - Positive

R- Responsible and Respectful

I - Inclusive

D - Determined

E - Engaged

The Illinois Social Emotional Standard are split into three goals and three learning levels.

Goal 1 - Develop self-awareness and self-management skills to achieve school and life success. (Positive and Determined)
Goal 2 - Use social-awareness and interpersonal skills to establish and maintain positive relationships. (Inclusive and Respectful)
Goal 3 - Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts

Goal 1: Self-awareness and self-management skills to achieve school and life success (Positive and Determined)

SEL 1B:1b: Identify family, peer, school and community strengths (Kinder - Second Grade)

Identify the values that help you make good choices
Identify the people who can give you the help you need
Identify reliable adults from whom you would seek help in an emergency
Describe an achievement that makes you feel proud
Analyze how you might have done better in a situation
Know and track reading level and RIT scores

SEL 1B:2b: Explain how you, family members, peers, and school personnel can support school success and responsible behavior (Third and Fourth Grade)

Describe the personal qualities that successful learners demonstrate
Explain how practice improves your performance of a skill
Analyze what it is about school that is challenging to you
Analyze the positive qualities of role models
Measure your progress towards goals
Know and track your reading level, RIT scores and Lexile levels

SEL 1B.3b: Recognize personal qualities and external supports (Fifth - Eighth Grade)

Student knows their lexile level in Achieve 3000
Student knows their strengths and challenges in each subject
Student knows their latest MAP Reading and Math score
Student knows their Khan Academy achievements
Student knows their attendance and tardy record
Student knows what adults are available at school to help them

SEL 1C.1a: Describe why school is important in helping students achieve personal goals (Kinder - Second Grade)

Explain the various aspects of being successful in school
Describe a behavior you would like to change
Give an example of a personal goal you can set for yourself
Describe how you might improve your classroom behavior

SEL 1C.2a: Describe the steps in setting and working towards goal achievement (Third and Fourth Grade)

Make a plan for how to achieve a personal goal
Describe the steps you have to made toward achieving a goal
Monitor your progress toward achieving an academic goal
Evaluate what you might have done differently to achieve greater success on a goal
Develop an academic goal with action steps to be taken by certain dates

SEL 1C.3a: Set a short-term goal and make a plan for achieving it (Fifth - Eighth Grade)

Student sets a lexile level goal in Achieve 3000
Student sets a learning goal based on Power Standards in each subject
Student sets a target MAP Reading and Math score
Student sets a goal for attendance and tardiness
Student creates a plan to achieve each goal

Goal 2: Social-awareness, interpersonal skills, positive relationships (Inclusive and Respectful)

SEL 2C.1b: Demonstrate appropriate social and classroom behavior (Kinder - Second Grade)

Use “please and thank you” appropriately
Raise one’s hand for recognition
Pay attention when someone is speaking
Follow directions given
Take turns and share toys and other resources with classmates
Discuss how to be a good friend
Make a plan for making friends

SEL 2C.2b: Analyze ways to work effectively in groups (Third and Fourth Grade)

Recognize when it is appropriate to give a compliment
Use “I statements” to express how you feel when someone has hurt you emotionally
Demonstrate cooperative behaviors in a group
Respond positively to constructive criticism
Identify ways to build positive relationships with peers, family and others

SEL 2C.3b: Demonstrate cooperation and teamwork to promote group effectiveness (Fifth - Eighth Grade)

Student follows directions from the teacher or peers
Student invites others in to group activities; does not exclude verbally or nonverbally
Student efficiently works independently or in a group without disturbing others (talking, moving around room, distracting)
Students include others at recess

SEL 2D.1a: Identify problems and conflicts commonly experienced by peers (Kinder - Second Grade)

Use self-calming techniques for anger management as a way to de-escalate conflict situations.
Distinguish between constructive and destructive ways of resolving conflict
Recognize various methods of resolving conflict
Explain what a rumor is and how it hurts others
Analyze how falsely accusing someone of something could cause conflict
Identify bullying behavior and how it affects people
Explain what happens when conflict is not resolved

SEL 2D:2a: Describe causes and consequence conflicts (Third and Fourth Grade)

Analyze how an inability to manage one’s anger might cause a conflict to get worse
Identify the consequences of a solution
Distinguish between positive and negative peer pressure
Describe conflicts you have experienced and how you dealt with them

SEL 2D.3a: Evaluate strategies for preventing and resolving interpersonal problems (Fifth - Eighth Grade)

Students avoid gossip and name-calling/negativity
Students keep their hands to themselves
Student confronts other students calmly and attempt to resolve conflicts on their own, but seek adult support if the conflict continues
Student identifies his/her own emotional state and applies strategies to regulate negative emotions to avoid conflict with others

Goal 3: Decision-making and responsibility (Engaged and Responsible)

SEL 3B.1a: Identify a range of decisions that students make in school (Kinder - Second Grade)

Recognize one has choices in how to respond to situations
Describe calming strategies
Practice group decision making with one’s peers in a class meeting
Analyze how tone of voice influences how others respond to you
Describe ways to promote the safety of oneself and others
Demonstrate wise choices in selecting friends
Describe the steps of a decision-making model
Completes homework

SEL 3B.2a: Identify and apply the steps of systematic decision making (Third and Fourth Grade)

Generate alternate solutions to problems
Develop criteria for evaluating the consequences of a decision for oneself and the important others in one’s life
Demonstrate the steps of a decision-making process
Define the problem, say how you feel, identify the contributing factors, set a goal, identify alternative solutions, select the best solution, evaluate the results
Completes homework

SEL 3B.3a: Analyze how decision-making skills improve study habits/academic performance (Fifth - Eighth Grade)

Student completes homework on time and completely
Student checks for understanding on homework and classwork and seeks help when he/she does not understand
Evaluate strategies to promote student success
Identify challenges and obstacles to solving problems

SEL 3B.1b: Make positive choices when interacting with classmates (Kinder - Second Grade)

Use “I statements” in expressing feelings
Implement stop, think, and act (plan) strategies
Demonstrate reflective listening
Brainstorm alternative solutions to interpersonal problems in the classroom

SEL 3B.2b: Generate alternative solutions and evaluate their consequences for a range of academic and social situations (Third and Fourth Grade)

Demonstrate wise choices in selecting friends
Apply a decision-making model to solve interpersonal problem
Demonstrate awareness that feelings influence one’s decisions

SEL 3B.3b: Evaluate strategies for resisting pressures to engage in unsafe/unethical behavior (Fifth - Eighth Grade)

Student practices positive responses to peers
Student reinforces school rules to peers
Student reports dangerous misbehavior of others to adults
Student follows school rules and procedures to avoid misbehavior
Student “owns” misbehavior mistakes and can discuss strategies for avoiding mistakes in the future
Students know and practice anti-bullying strategies
Students evaluate their participation in bullying situations in order to stop all bullying and be supportive of others