Goal 1: Develop self-awareness and self-management skills to achieve school and life success.

• Learning Standard A: Identify and manage one's emotions and behavior.
• Learning Standard B: Recognize personal qualities and external supports.
• Learning Standard C: Demonstrate skills related to achieving personal and academic goals.

Goal 2: Use social awareness and interpersonal skills to establish and maintain positive relationships.

• Learning Standard A: Recognize the feelings and perspectives of others.
• Learning Standard B: Recognize individual and group similarities and differences.
• Learning Standard C: Use communication and social skills to interact effectively with others.
• Learning Standard D: Demonstrate an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways.

Goal 3: Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts.

• Learning Standard A: Consider ethical, safety, and societal factors in making decisions.
• Learning Standard B: Apply decision-making skills to deal responsibly with daily academic and social situations.
• Learning Standard C: Contribute to the well-being of one's school and community.

This Subpart B establishes the application procedure and criteria for selection by the State Superintendent of Education of the entities that will receive grant funds for activities associated with implementing the social and emotional learning Standard set forth in Appendix A to this Part, including participation in relevant training and technical assistance.

School counseling services may include, but are not limited to:

• (1) designing and delivering a comprehensive school counseling program that promotes student achievement and wellness;
• (2) incorporating the common core language into the school counselor’s work and role;
• (3) school counselors working as culturally skilled professionals who act sensitively to promote social justice and equity in a pluralistic society;
• (4) providing individual and group counseling;
• (5) providing a core counseling curriculum that serves all students and addresses the knowledge and skills appropriate to their developmental level through a collaborative model of delivery involving the school counselor, classroom teachers, and other appropriate education professionals, and including prevention and pre-referral activities;
• (6) making referrals when necessary to appropriate offices or outside agencies;
• (7) providing college and career development activities and counseling;
• (8) developing individual career plans with students;
• (9) assisting all students with a college or post-secondary education plan;
• (10) intentionally addressing the career and college needs of first generation students;
• (11) educating all students on scholarships, financial aid, and preparation of the Federal Application for Federal Student Aid;
• (12) collaborating with institutions of higher education and local community colleges so that students understand post-secondary education options and are ready to transition successfully;
• (13) providing crisis intervention and contributing to the development of a specific crisis plan within the school setting in collaboration with multiple stakeholders;
• (14) educating students, teachers, and parents on anxiety, depression, cutting, and suicide issues and intervening with students who present with these issues;
• (15) providing counseling and other resources to students who are in crisis;
• (16) providing resources for those students who do not have access to mental health services;
• (17) addressing bullying and conflict resolution with all students;
• (18) teaching communication skills and helping students develop positive relationships;
• (19) using culturally-sensitive skills in working with all students to promote wellness;
• (20) addressing the needs of undocumented students in the school, as well as students who are legally in the United States, but whose parents are undocumented;
• (21) contributing to a student’s functional behavioral assessment, as well as assisting in the development of non-aversive behavioral intervention strategies;
• (22) (i) assisting students in need of special education services by implementing the academic supports and social-emotional and college or career development counseling services or interventions per a student’s individualized education program (IEP); (ii) participating in or contributing to a student’s IEP and completing a social-developmental history; or (iii) providing services to a student with a disability under the student's IEP or federal Section 504 plan, as recommended by the student's IEP team or Section 504 plan team and in compliance with federal and State laws and rules governing the provision of educational and related services and school-based accommodations to students with disabilities and the qualifications of school personnel to provide such services and accommodations;

Every public school teacher shall teach character education, which includes the teaching of respect, responsibility, fairness, caring, trustworthiness, and citizenship, in order to raise pupils’ honesty, kindness, justice, discipline, respect for others, and moral courage for the purpose of lessening crime and raising the standard of good character.

(a) The Illinois State Board of Education shall develop and implement a plan to incorporate social and emotional development Standard as part of the Illinois Learning Standard for the purpose of enhancing and measuring children’s school readiness and ability to achieve academic success. The plan shall be submitted to the Governor, the General Assembly, and the Partnership by December 31, 2004. (b) Every Illinois school district shall develop a policy for incorporating social and emotional development into the district’s educational program. The policy shall address teaching and assessing social and emotional skills and protocols for responding to children with social, emotional, or mental health problems, or a combination of such problems, that impact learning ability. School social workers may implement a continuum of social and emotional education programs and services in accordance with students’ needs. Each district must submit this policy to the Illinois State Board of Education by August 31, 2004.

(a) The State of Illinois shall develop a Children’s Mental Health Plan containing short-term and long-term recommendations to provide comprehensive, coordinated mental health prevention, early intervention, and treatment services for children from birth through age 18. This Plan shall include but not be limited to: (2) Guidelines for incorporating social and emotional development into school learning Standard and educational programs, pursuant to Section 15 of this Act [405 ILCS 49/15].

Site provides information on social-emotional learning Standard and performance descriptors.