Spot scam job offers and shopping deals
When to use this goal
For transition-age students who will job hunt and shop online and may trust posts that promise easy money or prices far below normal. Present levels in reading short ads and posts decide fit.
- Baseline
- Use only made-up posts. Include real-looking legitimate jobs and deals so the student cannot pass by calling everything a scam.
- Tips
- Pairs with job-seeking and personal finance goals. Teach the next step: ask a trusted adult or look up the company. Family members can use the same warning sign card.
- Limits
- Scam styles change; refresh samples. Sample accuracy does not show behavior under real pressure.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ca-dig-026.
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Goal
By the annual IEP review date, given 10 sample job posts and shopping offers (made for the lesson), some real and some scams, the student will mark each post as likely real or likely a scam and name one warning sign for each scam independently with at least 90% accuracy on sample posts, 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 goal389 characters
- By the annual IEP review date, given 10 sample job posts and shopping offers (made for the lesson), some real and some scams, the student will mark each post as likely real or likely a scam and name one warning sign for each scam independently with at least 90% accuracy on sample posts, 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 job posts and shopping offers (made for the lesson), some real and some scams
- Behavior
- The student will mark each post as likely real or likely a scam and name one warning sign for each scam independently
- Criteria
- With at least 90% accuracy on sample posts, 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 posts
- 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 job posts and shopping offers (made for the lesson), some real and some scams, the student will mark each post as likely real or likely a scam and name one warning sign for each scam independently with at least 90% accuracy on sample posts, 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.