Spot phishing emails and texts
When to use this goal
For students with email and phones who click links in messages that say an account is locked or a prize is waiting. Present levels in reading short messages, or a read-aloud, decide fit. Scam phone calls are covered by community-safety.
- Baseline
- Use only made-up messages, never real phishing links. Include safe messages that look urgent (a real school closing notice) so the student cannot pass by calling everything a scam.
- Tips
- Teach the safe response too: do not click, report or delete, ask an adult. Use messages that look like the apps and services the student uses. Families are often targets too; share the clue card.
- Limits
- Real scams change quickly; refresh samples. Accuracy on samples does not guarantee the student will slow down in the moment.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ca-dig-015.
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Goal
By the annual IEP review date, given 10 sample emails and texts (made for the lesson), some real and some phishing, the student will mark each message as safe or phishing and name one clue for each phishing message independently with at least 90% accuracy on sample messages, on 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
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 goal377 characters
- By the annual IEP review date, given 10 sample emails and texts (made for the lesson), some real and some phishing, the student will mark each message as safe or phishing and name one clue for each phishing message independently with at least 90% accuracy on sample messages, 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 10 sample emails and texts (made for the lesson), some real and some phishing
- Behavior
- The student will mark each message as safe or phishing and name one clue for each phishing message independently
- Criteria
- With at least 90% accuracy on sample messages, 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 90% accuracy on sample messages
- 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 10 sample emails and texts (made for the lesson), some real and some phishing, the student will mark each message as safe or phishing and name one clue for each phishing message independently with at least 90% accuracy on sample messages, 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.