Check an online claim using other sites
When to use this goal
For high school students who judge a site by how it looks and stay on it, instead of checking what other sources say. Present levels on the website checklist template (ca-dig-013) show readiness.
- Baseline
- Use claims on everyday topics (a viral health tip, a product claim, a sports rumor) rather than political ones. Score correct only if the cited source is reliable and supports the call.
- Tips
- Lateral reading is how professional fact-checkers work. Keep topics neutral. Links to science claims (ca-sci-034) and news literacy (ca-ss-036).
- Limits
- Some claims are partly true; choose clear cases. Searching takes time, so allow enough of it on probe days.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ca-dig-023.
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Goal
By the annual IEP review date, given 6 online claims or posts (some accurate, some false or misleading) and a browser, the student will check each claim in new tabs for who is behind it and what other reliable sources say, and mark it supported or not supported independently with at least 83% accuracy on claim checks, 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 goal421 characters
- By the annual IEP review date, given 6 online claims or posts (some accurate, some false or misleading) and a browser, the student will check each claim in new tabs for who is behind it and what other reliable sources say, and mark it supported or not supported independently with at least 83% accuracy on claim checks, 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 online claims or posts (some accurate, some false or misleading) and a browser
- Behavior
- The student will check each claim in new tabs for who is behind it and what other reliable sources say, and mark it supported or not supported independently
- Criteria
- With at least 83% accuracy on claim checks, 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 claim checks
- 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 online claims or posts (some accurate, some false or misleading) and a browser, the student will check each claim in new tabs for who is behind it and what other reliable sources say, and mark it supported or not supported independently with at least 83% accuracy on claim checks, 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.