Judge a website's reliability with a checklist
When to use this goal
For middle school students who use the first search result for research no matter who wrote it or when. Present levels in reading web pages, or access to text-to-speech, decide fit.
- Baseline
- Pick sites with clear differences: a government or museum page, a news story, a sales page, an anonymous blog, an outdated page. Score a judgment correct only if the reason matches the checklist.
- Tips
- Use sites from the student's current research project. The skill links to sourcing documents in social studies (ca-ss-020). Older students can move to lateral reading (ca-dig-023).
- Limits
- Reliability is not always clear-cut; choose clear cases for probes. A checklist can be gamed by polished fake sites, which is why lateral reading comes next.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ca-dig-013.
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Goal
By the annual IEP review date, given 6 websites on a research topic, some reliable and some not, and a source checklist (author, date, purpose, evidence), the student will complete the checklist for each site and mark it reliable or not reliable with one reason independently with at least 83% accuracy on website judgments, on 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
Baseline: 33% 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
- 33% accuracy.
- Annual goal426 characters
- By the annual IEP review date, given 6 websites on a research topic, some reliable and some not, and a source checklist (author, date, purpose, evidence), the student will complete the checklist for each site and mark it reliable or not reliable with one reason independently with at least 83% accuracy on website judgments, on 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 6 websites on a research topic, some reliable and some not, and a source checklist (author, date, purpose, evidence)
- Behavior
- The student will complete the checklist for each site and mark it reliable or not reliable with one reason independently
- Criteria
- With at least 83% accuracy on website judgments, on 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 83% accuracy on website judgments
- Mastery rule:
- on 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 6 websites on a research topic, some reliable and some not, and a source checklist (author, date, purpose, evidence), the student will complete the checklist for each site and mark it reliable or not reliable with one reason independently with at least 83% accuracy on website judgments, on 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.