Sunday, July 6, 2025, 7:52 PM
Site: Learnbps
Class: BPSS (HTL) Health Standards (S-HTL)
Glossary: MS Health
HTL-MS.s6
 Middle School Health
Standard 6:
Goal Setting
Demonstrate the ability to use goal setting skills to enhance health and avoid or reduce risks.
Narrative for the Standard
In the future this will contain narratives and other information about the Standard.
Calculation Method for Standards
Standards are larger groups of related benchmarks. The Standard Grade is a calculation of all the related benchmarks. Click on the benchmark name below each Standard to access the learning targets and proficiency rubrics for each standard's related benchmarks. |
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HTL-MS.s6.02
 Middle School (HLT) Health Standards
Standard 6: Goal Setting
HTL-MS.s6.02: Develop a goal to adopt, maintain, or improve a personal health practice.
Student Learning Targets:
Knowledge Targets
- I can identify a SMART goal and its components
Reasoning Targets
- I can determine a time frame to complete my goal
Skills (Performance) Targets
- I can write a SMART goal
- I can take action steps towards my SMART Goal
Product Targets
- I can log improved health practices relevant to SMART Goal
Proficiency Scale
The Student ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).- No clear goal identified. No goal setting plan is stated, or the plan is vague or unrealistic.
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).- Goal is identified, but there is no reference to the long-term health benefit. The goal may be unrealistic.
- Many of the steps have insufficient information to assess progress towards reaching the goal. Students may give up when problems arise.
- Student is missing two or more components.
3 Proficient
“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.- Goal is identified and it references long-term health benefits.
- The goal is in the SMART format. Specific, measurable, attainable, realistic, time-bound.
- The goal is achievable in the time given. The steps are logical, but may be somewhat incomplete. There is also a process for assessing progress towards the goal.
- Student may attempt to solve problems that arise when working on the goal.
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.- Goal is identified and explicitly states a long-term health benefit. The goal is achievable in the time given. The steps are logical, sequential, and very complete. There is a process for assessing progress towards the goal. Student adequately solves problems and makes logical modifications to their goal so that success is attainable.
Resources
Websites
- Title of website with a URL to open in a new window
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HTL-MS.s7
Middle School Health
Standard 7:
Health Practices
Demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
Narrative for the Standard
In the future this will contain narratives and other information about the Standard.
Calculation Method for Standards
Standards are larger groups of related benchmarks. The Standard Grade is a calculation of all the related benchmarks. Click on the benchmark name below each Standard to access the learning targets and proficiency rubrics for each standard's related benchmarks. |
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HTL-MS.s7.02
Middle School (HLT) Health Standards
Standard 7: Health Practices
HTL-MS.s7.02: Analyze health behaviors that will maintain or improve the health of self and others.
Student Learning Targets:
Knowledge Targets
- Identify which health behaviors to analyze
Reasoning Targets
- I can listen to feedback and use it to analyze health behaviors
Skills (Performance) Targets
- I can monitor, self assess, and take responsibility for my health behaviors
Product Targets
- I can create a document of my health behaviors
Proficiency Scale
The Student ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).- Does not monitor actions.
- Fails to accept feedback and does not make adjustments.
- Does not self-assess, reflect on, or take responsibility for one’s actions.
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).- Rarely monitors actions and makes needed adjustments.
- Rarely accepts feedback and makes needed adjustments.
- Rarely self-assesses, reflects on, or takes responsibility for one’s actions.
3 Proficient
“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. - Monitors actions and makes adjustments as needed
- Is open to feedback and willing to make adjustments as needed
- Self-assesses, reflects on, or takes responsibility for one’s actions.
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Resources
Websites
- Title of website with a URL to open in a new window
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HTL-MS.s8
Middle School Health
Standard 8:
Health Advocacy
Demonstrate the ability to advocate for personal, family, and community health.
Narrative for the Standard
In the future this will contain narratives and other information about the Standard.
Calculation Method for Standards
Standards are larger groups of related benchmarks. The Standard Grade is a calculation of all the related benchmarks. Click on the benchmark name below each Standard to access the learning targets and proficiency rubrics for each standard's related benchmarks. |
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HTL-MS.s8.01
Middle School (HLT) Health Standards
Standard 8: Health Advocacy
HTL-MS.s8.01: Construct a health enhancing position on a topic and support it with accurate information.
Student Learning Targets:
Knowledge Targets
- I can identify a health enhancing position on a topic
- I can find accurate information to support a topic
Reasoning Targets
- I can evaluate the validity of a source for support of topic
Skills (Performance) Targets
- I can construct a health enhancing position
- I can support my position on a topic with valid evidence
Product Targets
- I can present my position in product form. e.g. socratic seminar, paper, debate.
Proficiency Scale
The Student ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).- No position stated, OR position is not health-enhancing
- No accurate or relevant support for position is provided
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).- Unclear or conflicting positions
- Inadequately supports position. Facts, concepts, examples, or evidence used contain significant inaccuracies and/or have little relevance
3 Proficient
“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.- Constructs a clear, health-enhancing position
- Supports position using facts, concepts, examples, and evidence; support may be incomplete and/or contain minor inaccuracies
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Resources
Websites
- Title of website with a URL to open in a new window
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