Digital Literacy & Online Safety IEP goals for high school (grades 9 to 12)
18 of the digital literacy & online safety templates in the library are written for high school (grades 9 to 12). Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
18 templates · 1 skill · 9–12 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Digital Literacy & Online Safety Science, Social Studies & Digital Literacy
Judge a website's reliability with a checklist
Judging sources
By the annual IEP review date, given 6 websites on a research topic, some reliable and some not, and a source checklist (author, date, purpose, evidence), the student will complete the checklist for each site and mark it reliable or not reliable with one reason independently with at least 83% accuracy on website judgments, on 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
Write a school email with all its parts
Email etiquette
By the annual IEP review date, when the student needs to email a teacher or staff member, using the school email account, the student will write and send an email with every part on the email checklist, performing at least 6 of 7 steps independently, on 4 of 5 consecutive emails, as measured by a task-analysis checklist collected weekly.
Spot phishing emails and texts
Spotting phishing and scams
By the annual IEP review date, given 10 sample emails and texts (made for the lesson), some real and some phishing, the student will mark each message as safe or phishing and name one clue for each phishing message independently with at least 90% accuracy on sample messages, on 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
Set an app profile to private
Online privacy
By the annual IEP review date, given the student's own app account with family permission, or a demo account set up for the lesson, the student will change the account's privacy settings following the privacy checklist, performing all 6 steps independently, across 3 consecutive practice sessions, as measured by a task-analysis checklist collected every two weeks.
Report online harassment with saved evidence
Reporting cyberbullying
By the annual IEP review date, during a practice lesson with a sample harassing post on a demo app screen and the school's online reporting form, the student will report the sample harassment through the app and the school's process, keeping saved evidence, performing all 6 steps independently, across 3 consecutive practice sessions, as measured by a task-analysis checklist collected every two weeks.
Set and keep a personal screen time limit
Managing screen time
By the annual IEP review date, during evening free time at home, with a limit the student chose and a phone or tablet timer, the student will set a timer for their chosen limit, stop when it ends, and log the stop time on a tracking sheet or app independently in at least 6 of 7 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected daily, summarized weekly.
High school digital literacy & online safety goals point toward life after school: independence, self-advocacy, and skills used in courses, jobs, and the community. Conditions name realistic materials and settings, and many goals are written so the student collects part of the data.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 7 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 6 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 5 goals here
Frequently asked questions
How do digital literacy & online safety goals connect to transition planning in high school?
Annual goals should support the student's measurable postsecondary goals for education, employment, and independent living (34 CFR 300.320(b)). A skill goal can be written in the context of a course, a job site, or a daily living routine.
Can a high school student help write their own goals?
Yes, and the student must be invited to IEP meetings where transition is discussed. Student-chosen goals with self-monitoring tend to be measured more consistently.
How are high school goals measured when the student has many teachers?
With work samples, percent of assignments completed, rubrics, or self-monitoring checklists reviewed weekly by the case manager. The goal should say who records the data and where.
IEP Atlas Pro
Turn these goals into progress reports
Pro tracks every goal on your caseload and drafts the report for you. Free for 14 days.
Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.