Verify a bank fraud alert safely
When to use this goal
For young adults with a bank account who would tap a link in a text that says their account is locked. Needs finding the bank's real number on the card or app; present levels decide fit, not grade.
- Baseline
- Run the routine at least 3 times with the same materials before setting a target. Mark each step independent, prompted (note the prompt), or not done, and count only independent steps. Practice uses sample documents and practice or demo accounts only; the student's real PIN, passwords, and account numbers are never used or written down at school.
- Tips
- Every step protects the account, so the target is every step. Teach that real banks never ask for a one-time code by phone.
- Limits
- Bank processes differ. Real alerts are handled with the family. Practice uses sample documents and practice or demo accounts only; the student's real PIN, passwords, and account numbers are never used or written down at school.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-pf-040.
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Goal
By the annual IEP review date, given a practice fraud alert text or call, a sample card with the bank's number, and a demo bank app, the student will check the alert by opening the bank app or calling the number on the card, never the link or number in the message, performing all 6 steps independently, on 3 consecutive practice scenarios, 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 Personal Finance & Money Management.
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
- Transition & Postsecondary Skills - Personal Finance & Money Management
- Baseline
- 1 of 6 steps independently.
- Annual goal408 characters
- By the annual IEP review date, given a practice fraud alert text or call, a sample card with the bank's number, and a demo bank app, the student will check the alert by opening the bank app or calling the number on the card, never the link or number in the message, performing all 6 steps independently, on 3 consecutive practice scenarios, as measured by a task-analysis checklist collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given a practice fraud alert text or call, a sample card with the bank's number, and a demo bank app
- Behavior
- The student will check the alert by opening the bank app or calling the number on the card, never the link or number in the message
- Criteria
- Performing all 6 steps independently, on 3 consecutive practice scenarios
- 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:
- on 3 consecutive practice scenarios
- Collection schedule:
- every two weeks
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a practice fraud alert text or call, a sample card with the bank's number, and a demo bank app, the student will check the alert by opening the bank app or calling the number on the card, never the link or number in the message, performing all 6 steps independently, on 3 consecutive practice scenarios, 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. Does not tap the link or call the number in the message | ||||||||
| 2. Opens the bank app on their own or finds the number on the back of the card | ||||||||
| 3. Checks the app for alerts or calls the bank | ||||||||
| 4. Answers the bank's questions without giving the PIN or a one-time code | ||||||||
| 5. Follows the bank's directions if the alert is real | ||||||||
| 6. Deletes the message and tells a trusted adult if it was fake | ||||||||
| 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.