Learning Experience: Planning and Goal Setting

I. Setting the Stage

A. Standards & Indicators

National Health Education Standards & Performance Indicators:
1:​ ​Students will comprehend concepts related to health promotion and disease
prevention to enhance health.
1.12.1 Predict how healthy behaviors can affect health status.
1.12.2 Describe the interrelationships of emotional, intellectual, physical, and
social health.
1.12.3 Analyze how environment and personal health are interrelated.

5: Students will demonstrate the ability to use decision-making skills to enhance

health.
5.12.1 Examine barriers that can hinder healthy decision making.
5.12.2 Determine the value of applying a thoughtful decision-making process
in health-related situations.
6:​ ​Students will demonstrate the ability to use goal-setting skills to enhance health.
6.12.1 Assess personal health practices and overall health status.
6.12.2 Develop a plan to attain a personal health goal that addresses
strengths, needs, and risks.
6.12.3 Implement strategies and monitor progress in achieving a personal
health goal.
6.12.4 Formulate an effective long-term personal health plan.

New York State Health Education Standards

​3: Resource Management: ​Students will understand and be able to manage their
personal and community resources.
Students will understand how to use a variety of valid health information,
products, and resources to assist in making a comprehensive plan to address
personal and community health issues.

ISTE Standards for Students

3. Knowledge Constructor ​Students critically curate a variety of resources using digital
tools
to construct knowledge, produce creative artifacts and make meaningful learning
experiences for themselves and others.
a. Plan and employ effective research strategies to locate information and other
resources for their intellectual or creative pursuits.
c. Curate information from digital resources using a variety of tools and methods
to create collections of artifacts that demonstrate meaningful connections or conclusions.

6. Creative Communicator​ Students communicate clearly and express themselves

creatively for a variety of purposes using the platforms, tools, styles, formats and digital
media appropriate to their goals.
 a. Students choose the appropriate platforms and tools for meeting the desired
objectives of their creation or communication.
b. Create original works or responsibly repurpose or remix digital resources into
new creations.
d. Publish or present content that customizes the message and medium for their
intended audiences.

7. Global Collaborator​ Students use digital tools to broaden their perspectives and
enrich their learning by collaborating with others and working effectively in teams locally
and globally.
c. Contribute constructively to project teams, assuming various roles and
responsibilities to work effectively toward a common goal.

B. Context
■ Setting for learning experience
● 9th-12th grade Health Education, Colonie Central High School, South
Colonie Central School District
● SES/Population/Ethnicity/Disabilities
○ 1,530 students- 51.9% male, 48.1% female
○ 67.7% White, 9.8% Aisain or Native Hawaiian/Other Pacific
Islander, 8.8% Black or African American, 8% Hispanic or Latino,
5.6% Multiracial
● The school district does not have many guidelines for its health
educators. Health educators develop their own units and curriculum
following the state and national standards. There is little collaboration
between the health education staff.
● 9th-12th Grade Health Education meets for 40 minutes every day for 20
weeks.
● Learning Experience length = ~2 week (10 class sessions)
● Class sizes range from 15-27 heterogeneously grouped students

■ Preliminary actions needed prior to onset of learning experience (if applicable)

● Prior to this learning experience, students will have practiced and
demonstrated proficiency in decision making, stress management,
relationship management, communication, and accessing accurate
health information.

■ Theoretical foundations of health behavior and learning

● McClelland's Human Motivation Theory
○ In McClelland's Human Motivation Theory, he identified three motivators he believed we
all have: a need for achievement, need for affiliation, and a need for power. People will
have different characteristics depending on their dominant motivator. These three
motivators can be applied to student achievement and proficiency in the skill of planning
and goal setting. For instance, students can identify their dominant motivators. They can
then use this information to influence how they set goals, plan for their future, reflect on
personal growth or setbacks, and how to motivate and reward themselves after an
achievement.
 ○ Rationale
1. Goal setting skills are essential for young people. They empower students to strive for self-
improvement and have control over their own lives. This skill includes steps that will help students
develop SMART goals to achieve short and long term goals. By reaching these goals, students
gain confidence and are able to identify, adopt, and maintain healthy behaviors that will help them
be successful in the future.
2. Goal setting skills allow students to identify and accomplish goals that will lead to healthy
behaviors. Goals allow students to take control of their own lives and strive for healthy outcomes.
When a student reaches a goal it gives them a sense of empowerment and self confidence that
can carry over to their adult lives.
a. YRBS data: What functional knowledge topic/content will you connect with this skill and
why?
The functional knowledge being connected to this skill is
● Self-management
● Relationships
● Resource Management

Science-based references
● Benes, Sarah. The Essentials of Teaching Health Education: Curriculum,
Instruction, and Assessment (Shape America Set the Standard) . Human
Kinetics. Kindle Edition.
○ Chapter 8: Goal Setting
○ Chapter 11: Using Data to Inform Curriculum Planning
○ Chapter 12: Eight Steps for Curriculum Development
● Journal of Health Education, Health Education & Behavior, Health Promotion
Practice, Journal of School Health
● Advanced Solutions International, Inc. (n.d.). SHAPE America. Retrieved from
http://www.shapeamerica.org/​.
● Bailey, R. R. (2017). Goal Setting and Action Planning for Health Behavior
Change. American Journal of Lifestyle Medicine, 13(6), 615–618. doi:
10.1177/1559827617729634
● Goal Setting, Intervention Planning, and Evaluation. (n.d.). Behavior Change in
the Human Services: Behavioral and Cognitive Principles and Applications
Behavior Change in the Human Services: Behavioral and Cognitive Principles
and Applications, 213–236. doi: 10.4135/9781452204505.n15
● Shilts, M. K., Horowitz, M., & Townsend, M. S. (2004). An Innovative Approach to
Goal Setting for Adolescents: Guided Goal Setting. Journal of Nutrition Education
and Behavior, 36(3), 155–156. doi: 10.1016/s1499-4046(06)60153-x
● Strecher, V. J., Seijts, G. H., Kok, G. J., Latham, G. P., Glasgow, R., Devellis, B.,
… Bulger, D. W. (1995). Goal Setting as a Strategy for Health Behavior Change.
Health Education Quarterly, 22(2), 190–200. doi: 10.1177/109019819502200207
● Quality People. (n.d.). Retrieved from ​http://www.esclakeeriewest.org/​.

b. Explain how the learning experience supports the mission and culture of the school.
● South Colonie Central School Mission:
○ To prepare world class citizens, the South Colonie School District
combines clear academic goals with a talented and imaginative staff,
 good community participation and a wide assortment of opportunities for
children.
○ Preparing successful contributing citizens of the world through school,
family and community partnerships, while addressing the diverse needs
of all students.
○ This learning experience supports the mission and culture of the school
because by teaching students in a diverse and inclusive setting in the
content are of goal setting, they are able to use functional knowledge to
make health literate decisions outside of the classroom, which allows
them to be competent and informed members of the community.

C. Resources

■ www.adolescenthealth.org
● The Society for Adolescent Health and Medicine is an online resource for
teens/adolescence. This website provides numerous resources to better
help individuals treat or ‘get through’ to this targeted age group. These
targeted resources include: support groups, peer networking groups,
helpline, treatment locators that focus on this age group, advocacy
opportunities, and how to best use social media to help educate teens on
substance abuse.
● The way in which I would utilize this website for the audience here
(teens/young adults) is I would focus on the resources provided.
Specifically, the online video testimonials and utilizing social media to
engage this population more on advocacy. Additionally, I would focus on
the support groups that seem to better utilize technology (podcasts,
online meetings, and social media) as these groups are more likely to
resonate with this age group.
■ https://www.healthypeople.gov
● HealthyPeople.gov is a resource that tries to help improve the Nation's
health. While focusing on not only Identifying the different nationwide
health improvement priorities but also increasing public
awareness/understanding of health, disease, and disabilities that
substance abuse poses. The overall objective of this website is to help
reduce substance abuse to protect the health, safety, and quality of life
for all, especially for children.
● The way in which I would utilize this website for use would be to focus on
the emerging issues. THis website helps focus you on what the issues
are now. Substance abuse issues are always evolving with different
generations and the problems 10 years ago are not the problems facing
today’s youth.
■ https://www.psychiatry.org
● This website focuses on the umbrella term “addiction”. Addiction is
different not only for every individual but also there are numerous kinds
of addictions that each require a unique breakdown. This website
focuses on the idea that addiction is a disease and is a complex
condition.
 ● I would utilize this website to focus on the fact that addiction is not a
made up condition but rather a mental disorder that can be treated
through different avenues. I believe that this website would be best when
needing to provide facts to an individual and answering the bigger
question “What is addiction?”.
■ https://www.ncbi.nlm.nih.gov
● This resource focuses on three key items: substance use, substance
misuse, and substance disorders. It further describes how we are
currently dealing with a large substance misuse problem in today's
society and that this misuse is significantly affect our health care
financially. This website focuses on the idea that not just the term
addiction is harmful but substance misuse is the bigger issue and cost
this country a lot of money.
● I think the best way to utilize this website is to focus on the financial end
of things. This resource does a fantastic job breaking down the numbers
and no longer looking at just the word addiction but also misuse.
■ https://www.health.ny.gov
● This websites focuses on prescription opioids as this is a major issue
facing individuals today. When you are prescribed something one
believes that since it was prescribed to them that they cannot become
addicted. However, that is not the case. Even when prescribed by a
doctor one needs to be aware of the signs of addiction. This site helps
one understand how to best navigate this.
● I would use this site to help my students understand that just because a
doctor said to use this medicine does not mean that you can take as
much as you want or how you want. I would help ensure that you will
need to chat with your doctor before use so that you truly understand all
the effects.
■ https://www.apa.org
● The American Psychological Association (APA)focuses on substance
use disorders. The APA advocates for federal policies that take into
account the science behind addiction and further advocates for more
research to better understand the addiction and treatment. This website
shows the evolution of policies and the newly designed programs to fight
opioid addiction.
● This website ensures that one is the most up to date on the always
evolving policies and individualized resources to help fight this addiction.
I think it is also helpful to show that we are constantly trying to better
understand this disorder and come up with the best techniques for
treatment.
■ https://www.asam.org
● The American Society of Addiction Medicine is a society founded with
over 6,000 physicians, clinicians, and associated professionals in the
field of addiction medicine. Their goal is to increase access and improve
treatment, education, and appropriate care for addiction.
● I would utilize this website for its “policy tracker” this helps tracks
legislation on addiction and provides an interactive map.
■ https://www.cdc.gov
 ● The Center for Disease Control and Prevention website focuses on high
risk substance use among youth. This website focuses on the idea that
most adults that are addicts become addicts at a young age, even if they
did not realize this at the time. That if we address these issues early
instead of waiting for a problem to occur we could see a decrease in
addiction in adults.
● I would utilize this website for information on how best to address the
warning signs in teens. This site also provides links to brochures that you
can share with not only teens but also parents on how they can address
these high risk behaviors with their own children.
■ https://drugfree.org
● Navigating treatment is not always easy and can be a complex path
especially when dealing with youth/teens. Realizing that a teen is
addicted is just the first step and when thinking of “what next” can be
extremely overwhelming. There is no one-size-fits-all solution here,
however, this website tries to help create a roadmap for treatment.
● I would use this website for a better break down of treatment. Utilizing
the roadmap that helps break down treatment in a more simplified
version.
■ https://www.centeronaddiction.org/
● This website the center of addiction helps break down the term addiction
and show that addiction is not invincible and that we as a society can and
will fight this. It states that the solution lies with prevention, treatment,
and government action. This website helps show if we come together as
a unit we will be able to combat addiction.
● The way in which I would use this website is to not only break down
addiction but also break down the different preventive measures for
teens, women, and in adults as every group is different.

● Pedagogy
○ Skill focus:
PG.C.1 ​Critically analyzes and articulates the benefits of planning and setting
personal health goals
PG.C.2 ​Makes a personal commitment to achieve a personal health goal
PG.C.3 ​Develops a personal health goal and a plan to achieve it
PG.C.4 ​Analyzes and develops strategies to overcome barriers to achieving the
personal health goals.
PG.C.5 Im​ plements the plan and adjusts plan as needed to achieve the personal
health goal
PG.C.6 ​Analyzes the impact of decisions on the personal health goal
PG.C.7 ​Identifies personal support systems and explains their importance in
achieving the personal health goal
PG.C.8 ​Assesses, reflects on and adjusts the plan to maintain and enhance
personal health and safety, as needed

○ Functional Knowledge
 1A. Cc. R​ ecognition of one’s strengths and weaknesses is integral to maintaining
and improving overall health.
1A. Cd.​ Individuals can take action (individually or with support) to positively
impact their own mental health.
1A. Ce.​ Individuals can develop coping skills to work through challenging
situations.
1B. Cd.​ Individuals can overcome difficult situations by using resiliency/skills to
help improve one's mental health wellness.
1B. Ce. F ​ ailures and challenges may be beneficial learning experiences that
provide individuals with opportunities for growth.
3C. Cb.​ Individuals identify helpful personal, family and community resources
that can help self and others.
3D. Cb. E ​ ffective communication and self-advocacy skills are necessary in order
to obtain appropriate mental health resources for self and others.

○ Healthy Behavior Outcomes

MEH-2. E ​ ngage in activities that are mentally and emotionally healthy.
MEH-3. P ​ revent and manage interpersonal conflict in healthy ways.
MEH-4. P ​ revent and manage emotional stress and anxiety in healthy ways.
MEH-5. U ​ se self-control and impulse-control strategies to promote health.
PA-5.​ Follow a physical activity plan for healthy growth and development.
HE-12.​ Follow an eating plan for healthy growth and development.
T-5.​ Quit using tobacco, if already using.

○ Enduring Understandings
■ Responsible individual behavior develops health enhancing short-term
and long-term goals, and develop, implement, evaluate and revise health
enhancing plans to accomplish the goals.

○ Learning Experience objectives​ with associated formative & summative

assessment and modifications (see chart)

Students will be able to (SWBAT):

1. Plan and employ effective research strategies to locate information and
other resources to learn more about a specific health behavior.
2. Create an original work that demonstrates their use of personal SMART
goals.
3. List adults who are available to help with health concerns/problems.
4. Identify barriers and challenges they may face, and develop a plan to
overcome them.
5. Demonstrate understanding of what a SMART goal is.
6. Identify school, and local community resources to help achieve SMART
goals.
 7. Use technologies to research, create, and share SMART goal plans and
vision board.
8. Demonstrate understanding of vocabulary, language, and key concepts
(SMART Goals, long-term goals, short-term goals, internal motivation,
external motivation, attainable, specific, measurable, realistic, barriers,
supporters, Motivators/influences on personal health goals/behaviors,
support systems for achieving goals, chunking large/long term goals,
vision board).
9. Maintain an affective, emotionally safe, and engaging learning
environment.

Objectives Formative Assessment Summative Assessment

1. SWBAT plan and Objective 1: Observation, Objectives 1-8: Rubric

employ effective Student conference (performance assessment)
research strategies to
locate information and Objective 2: Observation,
other resources to Student Conference
learn more about a
specific health Objective 3: Journal Entry,
behavior. Exit Ticket

2. SWBAT create an Objective 4: Journal Entry,

original work that Exit Ticket, Self-Assessment,
demonstrates their Student Conference
use of personal
SMART goals. Objective 5:
Think-Write-Pair-Share, Hand
3. SWBAT list adults Signals
who are available to
help with health Objective 6: Journal Entry,
concerns/problems. Exit Ticket, Self-Assessment

4. SWBAT identify Objective 7: Observation

barriers and
challenges they may Objective 8: Journal Entry,
face, and develop a Exit Ticket, Hand Signals,
plan to overcome Observation
them.
Objective 9: Observation
5. SWBAT demonstrate
understanding of what
a SMART goal is.
6. SWBAT identify
school, and local
community resources
to help achieve
SMART goals.

7. SWBAT use
technologies to
research, create, and
share SMART goal
plans and vision
board.

8. SWBAT demonstrate
understanding of
vocabulary, language,
and key concepts
(SMART Goals,
long-term goals,
short-term goals,
internal motivation,
external motivation,
attainable, specific,
measurable, realistic,
barriers, supporters,
Motivators/influences
on personal health
goals/behaviors,
support systems for
achieving goals,
chunking large/long
term goals, vision
board).

9. SWBAT maintain an
affective, emotionally
safe, and engaging
learning environment.

■ Plan for Potential Assessment Modifications for student(s) who:

a. Have experienced trauma - previous teaching about impact of
trauma on individuals has already occurred during stress
management/mental health learning experience; remind all
students to be mindful of this; continue to allow students access to
counselors as needed
 b. Lack parental support - all work completed at school, foster strong
connection with students with this known situation
c. Has ADHD- allow for movement (wiggle chair, chair bands,
standing desks, work in hallway), work with case manager for
appropriate modifications & accommodations
d. Has autism - coach/guide in social interactions, capitalize on
strengths, work with case manager for appropriate modifications,
supports, & accommodations.
e. Reads far below grade level - integrate use of text to speech
software, listening to articles/research, ensure job that focused on
strengths, support reading attempts
f. Is learning English as a new language - pair with students who are
familiar with student and patient, work with ENL teacher for
appropriate modifications & accommodations
g. Is gifted challenge student to look for the “why” and “how” to
enhance project; capitalize on strengths

2. Assessment should occur throughout the learning experience, from

beginning to end. Information from assessments should be used to
support student learning and inform teaching.
3. Assessments should be embedded in learning opportunities/activities.

● Observation
○ Walk around the classroom and observe students as they work to check for
learning using strategies such as anecdotal records, conferences, and checklists.
● Journal Entry
○ Students will log their response to the “starter question” in their journal, which will
be checked at the end of the unit.
● Hand Signals
○ Ask students to display a designated hand signal to check for understanding of a
specific topic or concept.
● Exit Ticket
○ Written student responses to questions posed at the end of the class.
● Self-Assessment
○ Students collect information about their own learning, analyze what it reveals
about their progress toward the intended learning goals and plan the next steps
in their learning.
● Student Conference
○ One on one conversation with students to check their level of understanding.
● Think-Write-Pair-Share
○ Students think individually, write their thinking, pair and discuss with a partner,
and share with the class.
● Rubric (Performance Assessment)
○ A scoring rubric for Goal-Setting vision board, using a numerical grading system
of 1-4 for each task/descriptor.
 ○ Daily Scope & Sequence

Lesson # Outline of Learning Activities

1) Introduce to Goal Setting/Small Group Work- SMART ● Starter question

Goals ● Slide show presentation introducing short-term goals,
long-term goals, SMART goals, overcoming adversities
and setbacks, motivation, and planning.
● Small group work with SMART goals work-sheet
● Group discussion
● Exit ticket

2) Review/Goal Setting Vision Board Project ● Starter question

Introduction/Research ● Review key terms and concepts (SMART Goals,
short-term goals, long-term goals, etc.)
● Direct instruction on project materials.
● Students brainstorm possible topics/ideas for
goal setting vision board.
● Students create a general outline for vision
boards.
● Exit ticket

3) Research ● Starter question

● Students continue to create vision boards
● Exit ticket

4) Research ● Starter question

● Students finish vision boards
● Exit ticket

5) Present ● Starter question

● Presentations (evaluate with rubric)

HEALTH EDUCATION LESSON PLAN

Goal Setting
Day #2 of LE
Grade Level: ​10th Grade Date​: 11/6/19
Subject​: Review/Project Introduction/Research Prepared By: ​Cassidy Bruen

Overview & Purpose:

● Goal setting skills are essential for young people. They empower students to strive for self-
improvement and have control over their own lives. This skill includes steps that will help students
develop SMART goals to achieve short and long term goals. By reaching these goals, students
gain confidence and are able to identify, adopt, and maintain healthy behaviors that will help them
be successful in the future.

Education Standards Addressed​:

National Standards:
 1: Students will comprehend concepts related to health promotion and disease prevention to
enhance health.
5: Students will demonstrate the ability to use decision-making skills to enhance health.
6: Students will demonstrate the ability to use goal-setting skills to enhance health.

New York State:

3: Resource Management

Common Core:
Common Core Learning Standards in ELA/Literacy
● Shift 4 Text-based Answers
● Shift 5 Writing from Sources
● Shift 6 Academic Vocabulary

Vocabulary/Concepts/Language:

Vocabulary- SMART Goals, long-term goals, short-term goals, internal motivation, external motivation, attainable,
specific, measurable, realistic, barriers, supporters

Concepts- Motivators/influences on personal health goals/behaviors, support systems for achieving goals, chunking
large/long term goals

Language- Vision Board

Guiding Questions:
Open-ended questions
that provide focus for the
curriculum and are
aligned based on a key
concept enduring
understanding, and/or big
idea (concept) to prompt
inquiry.
List all questions that will
be presented to students
during the lesson.
Objectives
(Specify skills/information
that will be learned. No
less than three objectives
have been included. No
less than two objectives
are original and not
subskills. Must include at
least ​one ​affective
objective.
Educator Guide
● What is a SMART goal?
● How can SMART goals help achieve short-term and long-term goals?
● What are some barriers/setbacks you may face when trying to achieve goals?
● What are some resources/support systems available to help you achieve your
SMART goals?
● Why is it important to set goals?
1. SWBAT identify their personal values and personal strengths, and understand why
these are important by the end of the lesson.
2. SWBAT apply previously taught functional knowledge (decision making, stress
management, relationship management, communication, and accessing accurate
health information), to complete the project outline by the end of the period.
3. SWBAT give acknowledgement to things in their life that they are grateful for
throughout the lesson.
4. SWBAT understand the importance of setting goals, have insight of S.M.A.R.T.
goals and understand the importance of working towards and achieving goals.
5. SWBAT recognise that mental barriers and setbacks are normal, and appreciate a
solution focus mindset versus a problem focus mindset.
6. SWBAT have an appreciation of what a Vision Board is, and demonstrate this by
planning their own by the end of the lesson.
7. SWBAT cultivate an emotionally safe and supportive classroom environment
throughout the lesson.
Information Subskills:
(Give and/or demonstrate PG.I.3 Develops a personal health goal and plan to achieve it
necessary information. PG.C.1 Critically analyzes and articulates the benefits of planning and setting personal health
This will include the goals
functional knowledge PG.C.2 Makes a personal commitment to achieve a personal health goal
taught.) PG.C.3 Develops a personal health goal and a plan to achieve it
PG.C.4 Analyzes and develops strategies to overcome barriers to achieving personal health
goal
PG.C.5 Implements the plan and adjusts plan as needed to achieve the personal health goal
PG.C.6 Analyzes the impact of decisions on the personal health goal
PG.C.7 Identifies personal support systems and explains their importance in achieving the
personal health goal
PG.C.8 Assesses, reflects on and adjusts the plan to maintain and enhance personal health
and safety, as needed

Functional Knowledge:
1A. Cd. Individuals can take action (individually or with support) to positively impact their own
mental health.
1A. Ce. Individuals can develop coping skills to work through challenging situations.
1B. Cd. Individuals can overcome difficult situations by using resiliency/skills to help improve
one's mental health and wellness.
1B. Ce. Failures and challenges may be beneficial learning experiences that provide
individuals with opportunities for growth.
3C. Cb. Individuals identify helpful personal, family and community resources that can help
self and others.

Assessment
Plans for informal and/or
formal, formative and/or
summative.
*Must include a rubric.*
Materials Needed Projector, white board, work sample, 17 Chromebooks, SMART goal notes, project
(List all materials needed outline/directions, 17 sheets of printer paper, colored pencils.
to complete the entire
lesson plan)
Room Set-Up & Lesson
Preparation:
(Describe how the room
will be arranged for this
lesson and preliminary
● Observation
○ Walk around the classroom and observe students as they work to check for
learning using strategies such as anecdotal records, conferences, and
checklists.
● Journal Entry
○ Students will log their response to the “starter question” in their journal,
which will be checked at the end of the unit.
● Hand Signals
○ Ask students to display a designated hand signal to check for
understanding of a specific topic or concept.
● Exit Ticket
○ Written student responses to questions posed at the end of the class.
● Self-Assessment
○ Students collect information about their own learning, analyze what it
reveals about their progress toward the intended learning goals and plan
the next steps in their learning.
● Student Conference
○ One on one conversation with students to check their level of
understanding.
● Think-Write-Pair-Share
○ Students think individually, write their thinking, pair and discuss with a
partner, and share with the class.
● The teacher will have printed out directions/rubric for project.
● Teacher will have posted slides and information to Google Classroom.
● Classroom tables will be set up to seat students in groups of 4-5.
● Projector with the day’s lesson outline will be up
needs or attention prior to
learners arriving or
beginning the lesson.)
Resources: ​(What
authentic community
resources and/or reliable /
valid websites will be used
to support this lesson and
communicate to others
beyond the classroom.)
● “Starter Question” will be on the board- “Evision yourself and where you’ll be at the
end of the school year. Next year? After graduation?
● 5 Tips for Creating an Effective Professional Learning Plan. (2017, October 17).
Retrieved from ​https://kickup.co/blog/5-tips-effective-professional-learning-plan​.
● Bell, K. (2019, January 21). Student-Created Vision Boards with Google Slides.
Retrieved from
https://shakeuplearning.com/blog/student-created-vision-boards-google-slides/.

*Minimum of 2 using APA

Format

Procedure:
Step by Step.
Indicate what the teacher
will do, what students will
do, what modifications
and/or extensions could
be made for students.
1) Students will walk into the classroom, sit in their previously assigned groups, read
the day’s overview/objectives on the board, and independently begin the “starter
question” in their journal.
2) Teacher will go over the day’s objectives, and review knowledge acquired in the
previous lesson (short-term goals, long-term goals, SMART goals, overcoming
adversities and setbacks, motivation, planning).
3) After students indicate that they have an understanding on how to create SMART
goals, they will be introduced to the project; creating a vision board of both long term
and short term goals. Once students have decided on a possible goals, they need to
make sure it meets the following criteria. If it doesn’t, they need to pick a new goal or
make changes. (SMART)
● Is the goal specific? Make sure the goal is not too broad. It needs to be specific
enough so that students can focus their efforts and clearly define what they are
going to do.
● Is the goal measurable? When choosing a goal, be sure to have one that can be
measured. When they can measure a goal, they see changes occur. Students will
also be able to stay on track and have better success.
● Is the goal attainable? If they set a goal that is too far out of their reach, then you will
not commit to it for long. Attainable goals help develop your attitudes, abilities, and
skills if they are important to you.
● Is the goal realistic? This means do-able. Set the bar high enough for a satisfying
achievement. It must require some effort.
● Is the completion time defined? Can I finish the goal in a reasonable amount of
time? Most high school students will have more success with short-term goals.

4) Next, students need to be able to explain why they want to attempt this goal and how this
goal will help improve their lives. Once they have a belief that this skill will help them, they are
more apt to use this process to achieve goals in the future.

5) Once a goal has been identified, it is now time for students to begin their action plan. Using
an action plan helps to break the goal into smaller and more achievable steps.
• Students start to develop a list of smaller steps they want to do in order to accomplish the
goal. After developing the steps, students then need to plan their course of action. Be sure it
includes:
● Resources needed to accomplish the steps
● Solutions to barriers that will arise during the process.
● Identify who can support you as you start to reach towards your goal.
● If students are not having success with completing their goal, they may need to
make adjustments or changes. In some cases they may need to pick an entirely new
goal.
6) Students have to analyze possible barriers that might occur that would keep them from
reaching their goal.
• They need to create a list of anticipated barriers. After each barrier, students need to
brainstorm a realistic solution to overcome the barrier.
 • It is recommended that students also share their steps with a peer or trusted adult who may
become a support person for helping them reach their goal. Support can be in the form of
resources, encouragement, and positive feedback.

7) Close the lesson by students time to reflect on their process of developing their SMART
goals for their vision board. This will be a written reflection used as an exit ticket.

Coordinated School Health Education:

Health: ​ How could this
lesson be supported by,
delivered within,
incorporated through a
Whole School, Whole
Community, Whole Child
framework? *minimum: 5*
Health Services:
How could service
learning connect with this
lesson?
● Health education, based on an assessment of student health needs and planned in
collaboration with the community, ensures reinforcement of health messages that
are relevant for students and meet community needs.
● This comprehensive goal-setting lesson assists in achieving health literacy, and
adopting health-enhancing behaviors that can be brought and incorporated into the
community.
● Health services connect school staff, students, families, community and healthcare
providers to promote the health care of students and a healthy and safe school
environment. School health services actively collaborate with school and community
support services to increase the ability of students and families to adapt to health
and social stressors, such as chronic health conditions or social and economic
barriers to health, and to be able to manage these stressors and advocate for their
own health and learning needs. Qualified professionals such as school nurses,
nurse practitioners, dentists, health educators, physicians, physician assistants and
allied health personnel provide these services.
● This learning experience requires students to research and identify health services
and resources available to them in order to help them overcome obstacles in
achieving their health related SMART goals.

Nutrition Services:
● The school nutrition environment provides students with opportunities to learn about
and practice healthy eating through available foods and beverages, nutrition
education, and messages about food in the cafeteria and throughout the school
campus.
● Healthy eating has been linked in studies to improved learning outcomes and helps
ensure that students are able to reach their potential.
● Through goal-setting, students can make health literate decisions when choosing
what to put in their diet, both inside and outside of the school setting.

Social and Emotional School Climate:

● Social and Emotional School Climate refers to the psychosocial aspects of students’
educational experience that influence their social and emotional development. The
social and emotional climate of a school can impact student engagement in school
activities; relationships with other students, staff, family, and community; and
academic performance. A positive social and emotional school climate is conducive
to effective teaching and learning. Such climates promote health, growth, and
development by providing a safe and supportive learning environment.
● Through this learning experience, students will be developing skills and functional
knowledge in an affective, safe, and supportive environment.

Family Engagement:
● Families and school staff work together to support and improve the learning,
development, and health of students. Family engagement with schools is a shared
responsibility of both school staff and families. School staff are committed to making
families feel welcomed, engaging families in a variety of meaningful ways, and
sustaining family engagement. Families are committed to actively supporting their
child’s learning and development. This relationship between school staff and families
cuts across and reinforces student health and learning in multiple settings—at home,
in school, in out-of-school programs, and in the community. Family engagement
 should be continuous across a child’s life and requires an ongoing commitment as
children mature into young adulthood.
● This learning experience encourages students to share their short-term and
long-term SMART goals with their family members, in hopes to develop a strong
at-home support system that will encourage the students to continue to strive to
achieve health related lifetime goals.

Counseling, Psychological & Social Services:

● Services include psychological, psychoeducational, and psychosocial assessments;
direct and indirect interventions to address psychological, academic, and social
barriers to learning, such as individual or group counseling and consultation; and
referrals to school and community support services as needed.
● These can be done through resource identification and needs assessments,
school-community-family collaboration, and ongoing participation in school safety
and crisis response efforts. Additionally, school-employed professionals can provide
skilled consultation with other school staff and community resources and community
providers.
● In this learning experience, students will be asked to identify counseling, community,
and social services and resources to assist them in overcoming potential obstacles
and setbacks in achieving their short-term and long-term SMART goals.