Architecture of Grace · Crosswalk
Illinois SEL Learning Standards Crosswalk
All ten Illinois SEL Learning Standards, and what carries each one — first the curriculum a student actually meets, then the evidence a teacher can put in front of an evaluator. The Goal Builder tags a generated goal with its standard, goal area and stage-appropriate benchmark; that tagging is the last column, not the first, because a standard is met in a room before it is recorded in a dashboard.
One clarification
One clarification a district should have.The Goal Builder writes social-emotional goals, aligned to these standards. Reading, mathematics, writing, functional and transition goals are written and monitored in IEP Progress, which is a different tool with a different job and carries no SEL standard tag. A district reading only the first line of an older version of this sheet could conclude every goal this framework writes is an Illinois SEL goal. It is not.
Goal 1 · Self-awareness & self-management
| IL SEL Standard | Standard focus | Grace competency | What the student does | Evidence on record |
|---|---|---|---|---|
| 1A | Identify and manage one's emotions and behavior. | The Pause · Release / Boundary | Names the feeling before acting on it; uses a Pause routine; Quiet Space when the body needs it. Books 1–6, Unit 1. | Check-in bands over time; Daily Log; Emotional Regulation domain. |
| 1B | Recognize personal qualities and external supports. | The Coach Voice · Identity | Identity Audit (w1); the anchor chart that stays on the wall; naming one trusted adult by name. | Self-Compassion domain; the trusted-adult item, flagged on its own. |
| 1C | Demonstrate skills related to achieving personal and academic goals. | Goal Builder · Coach Voice · the practice pages | Thirty interactive activity pages — mathematics, number concepts and data, science vocabulary — each with three sets, a lock row, Go again, and an item-by-item record the student can print. Letter to My Future Self (w4). | Probe records by sub-skill band; IEP Progress with baseline, target, aimline and a four-point rule; goal objectives by reporting period. |
Goal 2 · Social awareness & interpersonal skills
| IL SEL Standard | Standard focus | Grace competency | What the student does | Evidence on record |
|---|---|---|---|---|
| 2A | Recognize the feelings and perspectives of others. | The Charitable Read | Scenario card decks; the novels' cohort read across five Rooms; perspective work in the lesson itself. | Social Competency & Repair domain; teacher observation lines. |
| 2B | Recognize individual and group similarities and differences. | The Charitable Read · community lessons | Community lessons; the autism-adapted chart sets, which teach difference as design rather than deficit. | Class trends; the adult team check-in where a colleague sees the same student differently. |
| 2C | Use communication and social skills to interact effectively. | The Repair Move · community lessons | Talk It Out — the whole-class board, built live on the projector — plus the eleven live anchor-chart boards and the scenario decks. | Exit slips; Daily Log language prompts; what students said, in their own words. |
| 2D | Prevent, manage and resolve interpersonal conflicts constructively. | The Repair Move · the Repair Protocol | The five-step Repair Protocol, taught K through adult and rehearsed before it is needed. Rewriting the Script (w6). | Repair moments logged; the restorative crosswalk's decision points; MTSS tier movement over time. |
Goal 3 · Decision-making & responsible behavior
| IL SEL Standard | Standard focus | Grace competency | What the student does | Evidence on record |
|---|---|---|---|---|
| 3A | Consider ethical, safety and societal factors in decisions. | Release / Boundary · Difficult-vs-Unsafe | Values Under Pressure (w2); the difficult-versus-unsafe distinction, taught explicitly as a skill. | Items 17 and 19 — telling difficult from unsafe, and doing something about it. 19 is asked and never scored. |
| 3B | Apply decision-making skills to daily academic and social situations. | The Pause + The Repair Move | Choice & Agency Map (w3); scenario decks; the thirty activity pages, where a wrong move is a move you can take again. | Probe records; check-in bands read beside them; the Daily Log. |
| 3C | Contribute to the well-being of one's school and community. | The Grace pillar · mentoring band | The mentoring band; Book 6, The Dwelling, which carries the same cohort into adult life; the Home Editions, which put the vocabulary in the house. | Home check-in and home observations; Family & adults; the adult team check-in — the community-scale instruments. |
Where the standard is actually met
Where the standard is actually met.Every row above is answered first by something a student holds — a book, a chart, a card, a worksheet, a practice page — and second by something a teacher can show. That order is deliberate. A standards crosswalk that leads with a dashboard is describing a screener with lessons attached, and that is not what this is.
On the site today
Where each thing named above lives now.
- Room 12 · Room 18 · Room 36 · Room 104 · Room 207 — the five SEL rooms, each with its lessons, workbook, anchor charts and Grace in Practice.
- Quiet Space and the calm & regulation tools; Talk It Out.
- The Educator Dashboard — the Goal Builder, IEP Progress, the daily check-in, the Daily Log, exit slips, probe records, the adult team check-in and the MTSS report.
- Family Mode — the home check-in and the family's own observations.
- Academic standards — every course, unit by unit.