Turn on sign-in codes for a school account
When to use this goal
For high school students who will manage email, job and bank accounts soon and have never used sign-in codes or an authenticator. Present levels in typing codes from a phone decide fit. Practice on school accounts where IT allows, or a demo.
- Baseline
- Use a demo account for baseline. Mark each step. Backup codes are often skipped; check where the student saved them.
- Tips
- Coordinate with school IT. Teach that a real company will never ask for the code; that links to phishing (ca-dig-015). The skill carries to adult accounts.
- Limits
- Account systems differ. Students without a phone need a different method, such as a security key or backup codes.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ca-dig-022.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given the student's school account and phone, with school IT permission to turn on sign-in codes, the student will turn on sign-in codes for the account and sign in once with a code, performing all 6 steps independently, across 2 consecutive practice sessions, as measured by a task-analysis checklist collected every two weeks.
Baseline: 1 of 6 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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
- 1 of 6 steps independently.
- Annual goal359 characters
- By the annual IEP review date, given the student's school account and phone, with school IT permission to turn on sign-in codes, the student will turn on sign-in codes for the account and sign in once with a code, performing all 6 steps independently, across 2 consecutive practice sessions, as measured by a task-analysis checklist collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given the student's school account and phone, with school IT permission to turn on sign-in codes
- Behavior
- The student will turn on sign-in codes for the account and sign in once with a code
- Criteria
- Performing all 6 steps independently, across 2 consecutive practice sessions
- Evaluation method
- A task-analysis checklist
- Schedule
- Every two weeks
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing all 6 steps independently
- Mastery rule:
- across 2 consecutive practice sessions
- Collection schedule:
- every two weeks
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given the student's school account and phone, with school IT permission to turn on sign-in codes, the student will turn on sign-in codes for the account and sign in once with a code, performing all 6 steps independently, across 2 consecutive practice sessions, as measured by a task-analysis checklist collected every two weeks.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Open the account's security settings | ||||||||
| 2. Choose the sign-in code or verification option | ||||||||
| 3. Choose text message or an authenticator app | ||||||||
| 4. Enter the setup code that appears | ||||||||
| 5. Save backup codes in a safe place an adult knows about | ||||||||
| 6. Sign out and sign back in using a code | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 6 of 6).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.