Identify unsafe online requests and the safe response
When to use this goal
For students who use phones, games, or social media and share personal information or respond to unfamiliar people online. Base the choice on present levels in reading messages and in stating personal safety rules; the family's rules about devices shape the scenarios.
- Baseline
- Probe with 10 items that include friendly-sounding unsafe requests and safe messages from known people. Score identification and response separately; the response (tell an adult, block) is the skill that protects the student.
- Tips
- Use realistic sample messages written for the lesson, not real messages the student received, unless the family brings one. Coordinate with the school's digital citizenship curriculum. Families need the same rules card at home.
- Limits
- A lesson cannot show what the student does alone online; family monitoring is the real safeguard. Platforms change, so update the samples each year.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-cs-018.
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Goal
By the annual IEP review date, given 10 sample messages, posts, or pop-ups and asked which are unsafe and what to do, the student will identify each unsafe request and state the safe response independently with 100% accuracy on online safety items, on 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 40% 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. Opportunity (trial) recording 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 Community & Safety Skills.
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
- Functional & Independence Skills - Community & Safety Skills
- Baseline
- 40% accuracy.
- Annual goal345 characters
- By the annual IEP review date, given 10 sample messages, posts, or pop-ups and asked which are unsafe and what to do, the student will identify each unsafe request and state the safe response independently with 100% accuracy on online safety items, on 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 sample messages, posts, or pop-ups and asked which are unsafe and what to do
- Behavior
- The student will identify each unsafe request and state the safe response independently
- Criteria
- With 100% accuracy on online safety items, on 3 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly
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 100% accuracy on online safety items
- Mastery rule:
- on 3 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 sample messages, posts, or pop-ups and asked which are unsafe and what to do, the student will identify each unsafe request and state the safe response independently with 100% accuracy on online safety items, on 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
| 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.