Tell a strong password from a weak one
When to use this goal
For students who use their name, birthday or 1234 as a password or cannot say why a password is unsafe. Present levels in reading short words and numbers decide fit.
- Baseline
- Use only made-up passwords, never the student's real one. Include weak examples of each type (name, birthday, short, common words) and strong passphrases. Record which type of weak password is missed.
- Tips
- Follow the school's own password rules. A passphrase (several random words) is easy to remember and strong. Pair with ca-dig-005 on keeping passwords private.
- Limits
- Sorting samples does not show the student will choose a strong password for themselves. School accounts often have assigned passwords, so practice may be limited to home or later accounts.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ca-dig-004.
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Goal
By the annual IEP review date, given 10 sample passwords (made up for the lesson) and the class password rule card, the student will sort each sample password as strong or weak and name the rule a weak one breaks independently with at least 90% accuracy on sample passwords, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Baseline: 50% accuracy.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Percent accuracy fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Work-sample analysis gives percent accuracy data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Digital Literacy & Online Safety.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Science, Social Studies & Digital Literacy - Digital Literacy & Online Safety
- Baseline
- 50% accuracy.
- Annual goal365 characters
- By the annual IEP review date, given 10 sample passwords (made up for the lesson) and the class password rule card, the student will sort each sample password as strong or weak and name the rule a weak one breaks independently with at least 90% accuracy on sample passwords, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 sample passwords (made up for the lesson) and the class password rule card
- Behavior
- The student will sort each sample password as strong or weak and name the rule a weak one breaks independently
- Criteria
- With at least 90% accuracy on sample passwords, in 3 of 4 consecutive weekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 90% accuracy on sample passwords
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 10 sample passwords (made up for the lesson) and the class password rule card, the student will sort each sample password as strong or weak and name the rule a weak one breaks independently with at least 90% accuracy on sample passwords, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.