Assessment Checkpoints
These checkpoints are short, practical, and low-stakes. They help facilitators notice what learners understand, what still needs support, and which routines need more modeling.
Use them with the Health Checkpoint, the Learning Outcomes, and the Learner Self-Assessment.
Learners may answer by talking, drawing, sorting cards, writing short notes, using AAC, or explaining their thinking to a partner.
Phase Checkpoint: Weeks 1-4 - Health, Wellness, Body Signals, and Trusted Adults
What this checkpoint is for
This checkpoint helps facilitators see whether learners can describe health in a broad way, notice body signals without shame, and identify trusted adults who can help with health and safety questions.
Look-fors
Learners are ready to move on when they can:
- describe health as more than one body rule
- name at least two body signals or routine needs
- explain that body clues are information, not proof that a body is bad
- identify at least one trusted adult or qualified helper
Checkpoint questions
- What are some ways people take care of body, mind, relationships, or environment?
- What is one body clue that can mean a person needs support, rest, food, water, or help?
- Who could help with a health or safety question?
Ready to move on
The learner can name body signals, explain that privacy matters, and choose a trusted adult or helper for a simple scenario.
Reteach moves
- Sort picture cards into body clues, feelings, routines, and helpers.
- Use fictional characters to practice asking for help.
- Model the sentence "This is a clue, not a grade."
Checkpoint snapshot
| Skill | Beginning | Developing | Secure | Extending |
|---|---|---|---|---|
| Describes health | Names one rule only | Names more than one part of health with support | Explains that health includes body, mind, relationships, safety, or environment | Connects health ideas to different settings or communities |
| Notices body signals | Needs prompts to name a clue | Names a clue but adds judgment language | Names clues as information or routine needs | Explains how context can change what a clue means |
| Identifies help | Is unsure who could help | Names one helper with support | Chooses a trusted adult or qualified helper for a scenario | Explains why different situations need different helpers |
Phase Checkpoint: Weeks 5-8 - Food, Movement, Sleep, Hygiene, and Routines
What this checkpoint is for
This checkpoint helps facilitators see whether learners can talk about routines in body-neutral language, notice that needs vary, and avoid turning food, movement, hygiene, or sleep into a score.
Look-fors
Learners are ready to move on when they can:
- describe food, movement, sleep, or hygiene using neutral language
- explain that different bodies and families may use different routines
- name one routine support or barrier in a home, school, library, or community setting
- suggest a small, realistic routine goal without body shame
Checkpoint questions
- What job might this food, movement, rest, or hygiene routine do?
- Why might two people need different routines or supports?
- What is one small, safe next step a learner could try with adult support?
Ready to move on
The learner can explain a routine in neutral language and name one access-aware way to support it.
Reteach moves
- Compare a lunch menu, sleep card, handwashing poster, and movement choice board.
- Rewrite judgment-heavy statements into job language.
- Offer a choice of drawing, acting, sorting, or speaking.
Checkpoint snapshot
| Skill | Beginning | Developing | Secure | Extending |
|---|---|---|---|---|
| Uses body-neutral language | Uses good or bad labels only | Repeats neutral wording with support | Describes routines by jobs, support, or context | Explains how culture, access, or disability can shape routines |
| Notices different needs | Expects one routine for everyone | Accepts different needs after prompting | Explains that bodies, schedules, and supports vary | Gives respectful examples from more than one community setting |
| Sets a realistic goal | Chooses a vague or appearance-based goal | Chooses a small goal with support | Chooses a small, supported habit or environment goal | Revises the goal to fit access, privacy, or support needs |
Phase Checkpoint: Weeks 9-11 - Safety, Illness, Medicine, and Help-Seeking
What this checkpoint is for
This checkpoint helps facilitators see whether learners can recognize when a health question needs adult help, apply calm safety rules, and use child-appropriate medicine and emergency boundaries.
Look-fors
Learners are ready to move on when they can:
- name situations that need a trusted adult right away
- explain simple medicine safety rules
- describe one safe next step for illness, injury, or a confusing health message
- use calm, privacy-safe language about illness or stress
Checkpoint questions
- What should you do if someone finds medicine on the floor or wants to share it?
- When should a learner get an adult right away?
- What makes a health or safety question serious, private, or urgent?
Ready to move on
The learner can choose a safe helper, avoid unsafe actions, and explain one calm next step for a scenario.
Reteach moves
- Practice short scenario cards with trusted adult choices.
- Repeat the rules never share medicine and ask an adult first.
- Compare everyday body clues with urgent safety examples.
Checkpoint snapshot
| Skill | Beginning | Developing | Secure | Extending |
|---|---|---|---|---|
| Recognizes when to get help | Misses urgent or private cues | Notices a serious cue with support | Identifies when adult help is needed right away | Explains why urgency, privacy, or pain changes the response |
| Uses medicine safety rules | Is unsure of safe rules | Remembers one rule with support | Explains multiple calm safety rules clearly | Applies the rules to unfamiliar product or supplement examples |
| Chooses a safe next step | Suggests guessing or acting alone | Names a next step with support | Names a safe next step and who to ask | Explains what to avoid doing until help arrives |
Phase Checkpoint: Weeks 12-14 - Health Information, Media, Advertising, and Digital Wellness
What this checkpoint is for
This checkpoint helps facilitators see whether learners can slow down, identify a health claim, notice influence, and decide what should be checked with a trusted adult or reliable source before trusting, sharing, buying, trying, or acting. It is not a test. Learners may answer by talking, drawing, sorting cards, writing short notes, using AAC, or explaining their thinking to a partner.
Look-fors
Learners are ready to move on when they can:
- identify who made a health message
- separate a health claim from an opinion, feeling, ad, or advice
- notice at least one influence, such as money, popularity, fear, shame, sponsorship, filters, algorithms, or AI
- name one thing that should be checked before acting
- explain when to ask a trusted adult or qualified helper
Checkpoint questions
- What health claim is being made?
- What evidence or source is shown?
- What should be checked before trusting or trying this?
Ready to move on
The learner can explain a health message, identify one influence, and name a safe next step.
Reteach moves
- Compare a public health poster, a product ad, and a fictional influencer post.
- Sort cards into fact, opinion, feeling, ad, advice, and question.
- Use the Quick Health Check with a familiar example.
- Model asking a trusted adult before trying online advice.
Checkpoint snapshot
| Skill | Beginning | Developing | Secure | Extending |
|---|---|---|---|---|
| Identifies health message | Needs help naming the message | Names the message with support | Clearly names the message and audience | Explains how audience affects the message |
| Checks evidence | Gives a quick opinion only | Points to one clue or source with support | Explains what evidence or source is shown | Compares evidence across sources |
| Decides safe next step | Wants to act immediately or avoid completely | Names one thing to check with support | Explains a safe next step and who to ask | Explains why different situations need different helpers |
Phase Checkpoint: Weeks 15-18 - Health Literacy Project
What this checkpoint is for
This checkpoint helps facilitators see whether learners can turn careful noticing into an honest health message, explanation, or project share-out that uses evidence, respects privacy, and shows safe help-seeking.
Look-fors
Learners are ready to move on when they can:
- state the topic, question, routine, or safety issue clearly
- identify an audience and a purpose
- support a claim with evidence, observation, or a reliable source
- explain when a trusted adult or qualified helper should be involved
- revise for clarity, accessibility, and fairness
Checkpoint questions
- What do you want your audience to understand, consider, or do?
- What evidence supports your explanation?
- What should someone check with a trusted adult or qualified helper before acting?
Ready to move on
The learner can present a clear, supported, privacy-safe project and respond respectfully to questions or feedback.
Reteach moves
- Use the Honest Health Literacy Project Checklist.
- Practice separating fact, claim, opinion, advice, and question.
- Model adding attribution for images, ideas, sources, or AI help.
- Revise the presentation for readability, audience, and accessibility.
Checkpoint snapshot
| Skill | Beginning | Developing | Secure | Extending |
|---|---|---|---|---|
| States project purpose | Topic is unclear or too broad | States a topic with support | States a clear topic, audience, and purpose | Explains why the chosen audience matters |
| Uses evidence and source quality | Shares ideas with little support | Adds one example or source with support | Uses relevant observation, evidence, or reliable sources | Compares sources and explains limits or uncertainty |
| Communicates safely and ethically | May overstate or skip safety context | Adds safety or privacy reminders with support | Uses privacy-safe, body-neutral, and honest language | Revises independently for fairness, accessibility, and attribution |