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Standard 6: Goal Setting

HTL-MS.s6

BPSS-HTL logoMiddle 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.

HTL-MS.s6.01

Health LogoMiddle School (HLT) Health Standards
Standard 6: Goal Setting

HTL-MS.s6.01: Assess personal health practices.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

HTL-MS.s6.02

Health LogoMiddle 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

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

HTL-MS.s6.03

Health LogoMiddle School (HLT) Health Standards
Standard 6: Goal Setting

HTL-MS.s6.03: Apply strategies and skills needed to attain a personal health goal.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

HTL-MS.s6.04

Health LogoMiddle School (HLT) Health Standards
Standard 6: Goal Setting

HTL-MS.s6.04: Describe how personal health goals can vary with changing abilities, priorities, and responsibilities.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window