Decide if a post is safe to share
When to use this goal
For older students who post photos, comments or information without thinking about who might see it later, including employers and colleges. Present levels in naming possible audiences for a message decide fit.
- Baseline
- Include posts with location clues, mean jokes, other people's photos, and harmless posts. Score the decision and the audience reason as separate items.
- Tips
- Avoid lecturing; let the student explain their thinking. Other people's photos and consent is a key teaching point. Pairs with privacy settings (ca-dig-016).
- Limits
- Norms differ across families and communities; focus on safety and permanence, not taste. The goal does not see the student's real posts.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ca-dig-027.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given 10 sample posts (photos and text, made for the lesson) and a think before you post checklist, the student will mark each post as okay to share or not okay and name one audience who could see it independently with at least 90% accuracy on post decisions, 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 goal392 characters
- By the annual IEP review date, given 10 sample posts (photos and text, made for the lesson) and a think before you post checklist, the student will mark each post as okay to share or not okay and name one audience who could see it independently with at least 90% accuracy on post decisions, 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 posts (photos and text, made for the lesson) and a think before you post checklist
- Behavior
- The student will mark each post as okay to share or not okay and name one audience who could see it independently
- Criteria
- With at least 90% accuracy on post decisions, 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 post decisions
- 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 posts (photos and text, made for the lesson) and a think before you post checklist, the student will mark each post as okay to share or not okay and name one audience who could see it independently with at least 90% accuracy on post decisions, 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.