Tell ads from content on a web page
When to use this goal
For students who click sponsored results and banner ads thinking they are answers or articles. Present levels in reading short labels such as sponsored or ad decide fit.
- Baseline
- Use screenshots so the student cannot click away. Include sponsored search results, which are the hardest to spot. Record whether the student uses the label or guesses from pictures.
- Tips
- Ads look different on each site; refresh screenshots every few months. Links to money skills: ads are trying to sell. Video ads and influencer posts are a natural extension for older students.
- Limits
- Screenshots are easier than live pages that move. The goal does not cover judging whether content is reliable; see ca-dig-013.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ca-dig-009.
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Goal
By the annual IEP review date, given 5 screenshots of search results and web pages with 10 marked areas, some ads and some content, the student will label each marked area as an ad or content and point to the clue that shows it independently with at least 90% accuracy on page area labels, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
Baseline: 40% 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
- 40% accuracy.
- Annual goal391 characters
- By the annual IEP review date, given 5 screenshots of search results and web pages with 10 marked areas, some ads and some content, the student will label each marked area as an ad or content and point to the clue that shows it independently with at least 90% accuracy on page area labels, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given 5 screenshots of search results and web pages with 10 marked areas, some ads and some content
- Behavior
- The student will label each marked area as an ad or content and point to the clue that shows it independently
- Criteria
- With at least 90% accuracy on page area labels, in 3 of 4 consecutive biweekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Every two weeks
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 page area labels
- Mastery rule:
- in 3 of 4 consecutive biweekly probes
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 5 screenshots of search results and web pages with 10 marked areas, some ads and some content, the student will label each marked area as an ad or content and point to the clue that shows it independently with at least 90% accuracy on page area labels, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
| 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.