Name: ______________________________ Date: ______________ Period: ______
Directions: This is the Topic 2.2 check, called the Goal Plan. Page 1 (Day 1): one of your SMART goals from Lesson 2.4 gets a ladder. Page 2 (Day 2): a real choice goes through the five-step decision model. Page 3 (Day 2): the cover and the rubric. Staple all three and turn them in at the end of Day 2.
Word bank in other languages
[Check with a native speaker before printing.]
| English | Turkish | Portuguese | Spanish |
|---|---|---|---|
| goal | hedef | meta | meta |
| step | adım | passo | paso |
| option | seçenek | opção | opción |
| decide | karar vermek | decidir | decidir |
| obstacle | engel | obstáculo | obstáculo |
| look back | geriye bakmak (kontrol etmek) | olhar para trás (rever) | mirar atrás (revisar) |
Page 1: The goal ladder (Day 1)
A short-term goal is done in days or weeks. A long-term goal takes months or years. A ladder turns a long-term goal into short-term steps.
Pick one of your two SMART goals from Lesson 2.4 and write it on the top rung. Then write three to five steps below it, in order. Every rung is an action someone could watch you do. The bottom rung is something you do this week, with a day on it.
| The ladder | |
|---|---|
| Top rung: my SMART goal | |
| Step 5 (if you need it) | |
| Step 4 (if you need it) | |
| Step 3 | |
| Step 2 | |
| Step 1: this week, on (day) ______ |
Rung test: could someone watch you do it? "Ask the coach when open gym is" passes. "Get more serious" does not.
The rung that breaks. The most likely thing to stop me is: _____________________________________________________________________________
When that happens, I will: _____________________________________________________________________________
Who helps. A person with a name and a way to reach them: _______________________ How I reach them: _______________________
Partner turn: read your ladder to your partner. Partner writes one rung that is not an action, or "all actions": _______________________
Grade 6: three rungs, one obstacle; the helper line is optional. Grade 8: build a second, shorter ladder for your other SMART goal on the back of this page.
Exit line, Day 1: My first step is _______________________ and I will do it on _______________________. The person who helps is _______________________.
Page 2: The decision grid (Day 2)
The five-step decision model (from Unit 0):
- _______________________ 2. _______________________ 3. _______________________ 4. _______________________ 5. _______________________
Choose your choice
Your own real choice is best. If you would rather not use your own, take one of these six cards.
| Card 1: The $25. You got $25 for your birthday. You want a $120 bike by June. You also want a game that costs $25 today. | Card 2: Same day. A sports team and an art club both meet Tuesdays after school. You can only do one this year. |
| Card 3: Tonight. A friend wants you online at 8 tonight. You have a test tomorrow you have not studied for. | Card 4: Tryouts. Tryouts are Friday for something you want (a play, a team, a band). You might not make it, and your friends will know. |
| Card 5: Reading time. Your younger sibling needs help with reading most nights. That is the hour you want for yourself. | Card 6: Lunch money. You get $4 a day for lunch. You have been spending it on snacks at the deli. You could bring lunch and keep the $4. |
My choice (a card number, or my own): _____________________________________________________________________________
The grid
Step 1, name the choice: I have to decide _____________________________________________________________________________
Step 2, list options. Write at least three across the top. Step 3, weigh each against what matters. The rows must come from your top three values (Lesson 2.1) or the goal on your ladder. Put a plus or a minus in each box, with one word why.
| What matters to me | Option A: | Option B: | Option C: | Option D (grade 8): |
|---|---|---|---|---|
| 1. | ||||
| 2. | ||||
| 3. | ||||
| Grade 8: what it costs in money or time |
Step 4, decide. I decided to _____________________________________________________________________________
Two sentences that defend it. Frame if you want it: I decided to ___ because ___ matters more to me than ___.
Step 5, look back. On (date) _______________________ I will check whether this was the right call by _____________________________________________________________________________
Grade 6: two options and two rows; choose a card. Grade 8: a fourth option nobody at your table thought of, the cost row, and a look-back with a date and a number.
Page 3: The Goal Plan cover and rubric (Day 2)
Cover
My SMART goal in one line: _____________________________________________________________________________
My first step and its date: _____________________________________________________________________________
My decision in one line: _____________________________________________________________________________
The rubric (12 points)
Score yourself first in the "Me" column. I score in the "Teacher" column after class.
| Criterion | Not Yet (1) | Approaching (2) | Meets (3) | Exceeds (4) | Me | Teacher |
|---|---|---|---|---|---|---|
| SMART | The goal on the top rung is a wish: no number, no date, or not an action | The goal has a number or a date but not both, or has no connection to a value | The goal has all five parts: specific, a number, achievable, a value named, a date | Meets, and the goal is one the student has already started (the first rung is done or scheduled with proof) | ||
| Ladder | Fewer than three rungs, or rungs are results, not actions | Three or more rungs but out of order, or the first rung is not dated within a week, or no obstacle | Three to five rungs in order, each an action, the first rung dated within a week, one obstacle with a plan, one helper with a way to reach them | Meets, and the obstacle plan names a specific backup (a second ride, a second time), or a second ladder is built for the other goal | ||
| Decision grid | Fewer than three options, or the rows are not the student's values or goal, or no decision | Three options and rows from the student's own sheets, but cells are blank or all plus, or the defense does not name a value or goal | A real or card choice, three options, two or three rows from the student's own values or goal, a plus or minus with a word in every cell, a decision defended in two sentences that name what decided it, a look-back date | Meets, and the grid has at least one honest minus for the chosen option, and the look-back names a date and a number |
Total: ______ / 12. Meets on all three is 9. [Sal: 9 and up is the "met the check" line.]
Staple pages 1 to 3 and turn in.
Exit card, Day 2 (on an index card, not scored): The step of the decision model I will most likely skip in real life is ___ because ___.
Teacher key
The five steps, in this order: name the choice, list options, weigh each against what matters, decide, look back. Use the same words every time; they are on the Unit 0 poster.
Page 1. The rung test is the whole key: could someone watch the student do it? Send back any rung that is a result. A "got it" ladder for "make the school team in March":
| Rung | |
|---|---|
| Top | Make the school basketball team at tryouts in March by going to every open gym and practicing three days a week |
| 4 | Learn the two plays the coach posts (January) |
| 3 | Run one mile three times a week (starting Monday) |
| 2 | Go to every open gym (November to February) |
| 1 | Ask the coach when open gym is (Tuesday) |
Obstacle: no ride to open gym. Plan: sign up for the late bus. Helper: the coach, who runs the late bus list; I see him in the gym at 2:30.
Page 2. The model grid for Card 1, worked on the board:
| What matters | Option A: buy the game today | Option B: save all $25 toward the bike | Option C: save $15, spend $10 |
|---|---|---|---|
| My goal: bike by June | minus, nothing saved | plus, $25 closer | plus, $15 closer |
| Fun | plus, tonight | minus, nothing tonight | plus, a smaller thing tonight |
| Independence | minus, still asking for rides | plus, my own bike sooner | plus, bike a little later |
Decision: Option C. Defense: "I decided to save $15 and spend $10 because getting the bike matters more to me than one game, but fun is one of my top three and I do not want to give it all up." Look back: "On June 1 I check whether I have $120."
What a "got it" grid has that a weak one does not: at least one honest minus for the chosen option. If the grid agrees with the student on every row, they filled it in backwards. Ask for one minus.
The six cards all work with two or three rows from a student's values and a goal. Card 3 (the test) and Card 5 (the sibling) are the ones that produce the most honest minuses. Card 6 previews the budget in Topic 2.3.
Scoring. 12 points, "Quizzes and topic checks." Meets on all three (9) is the line. Read the student's self-score; a self-score two or more points above yours is a conference, not a mark-down. Keep the Goal Plans in the FACS folder; the first rung is scheduled in Lesson 2.6, and the look-back happens four weeks after Day 2 [Sal: pick the day in Topic 2.4].