Follow the fire drill routine with the class
When to use this goal
For students who cover their ears and freeze, run, or refuse to leave during fire drills. Scores the drill routine as steps. Base the choice on the last 2 or 3 drills. Noise sensitivity may need accommodations (headphones, advance warning) that are part of the support level.
- Baseline
- Score the next 2 or 3 drills with the checklist and note which step fails. Ask the family and past teachers how the student handles alarms. Practice the route without the alarm first and score those walk-throughs separately.
- Tips
- Ask the office for advance notice of drills while the routine is being learned, and keep the headphones where the student can get them fast. Monthly walk-throughs give data between drills. Edit the steps for other drills (shelter, lockdown: moving to the spot, staying quiet). The four steps marked critical (leaving with the class, staying with the group, waiting for the all-clear) are required on every drill, because a drill is a rehearsal for the real event; the one step that may be missed is never a critical one. Score a drill as not met if any critical step is missed, whatever the step count.
- Limits
- Drills happen a few times a year, so data are sparse; walk-throughs are not the same stimulus. A student who refuses to leave the building needs an individual evacuation plan, which is not an IEP goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-saf-018.
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Goal
By the annual IEP review date, during a scheduled fire drill with the class and the routine reviewed that week, the student will complete the fire drill routine steps with the class, performing at least 5 of 6 steps independently, with all 4 critical steps completed every time, on 3 consecutive drills, as measured by a task-analysis checklist collected each drill, plus 1 monthly walk-through practice.
Baseline: 2 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 Safety Behaviors.
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
- Behavior & Classroom Expectations - Safety Behaviors
- Baseline
- 2 of 6 steps independently.
- Annual goal404 characters
- By the annual IEP review date, during a scheduled fire drill with the class and the routine reviewed that week, the student will complete the fire drill routine steps with the class, performing at least 5 of 6 steps independently, with all 4 critical steps completed every time, on 3 consecutive drills, as measured by a task-analysis checklist collected each drill, plus 1 monthly walk-through practice.
- Timeframe
- By the annual IEP review date
- Condition
- During a scheduled fire drill with the class and the routine reviewed that week
- Behavior
- The student will complete the fire drill routine steps with the class
- Criteria
- Performing at least 5 of 6 steps independently, with all 4 critical steps completed every time, on 3 consecutive drills
- Evaluation method
- A task-analysis checklist
- Schedule
- Each drill, plus 1 monthly walk-through practice
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 at least 5 of 6 steps independently
- Mastery rule:
- with all 4 critical steps completed every time, on 3 consecutive drills
- Collection schedule:
- each drill, plus 1 monthly walk-through practice
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a scheduled fire drill with the class and the routine reviewed that week, the student will complete the fire drill routine steps with the class, performing at least 5 of 6 steps independently, with all 4 critical steps completed every time, on 3 consecutive drills, as measured by a task-analysis checklist collected each drill, plus 1 monthly walk-through practice.
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. Stops the activity when the alarm sounds | ||||||||
| 2. Critical: lines up at the door with the class (or with the assigned adult) | ||||||||
| 3. Critical: walks with the class along the exit route and leaves the building with the class | ||||||||
| 4. Critical: stays with the class at the outdoor meeting spot | ||||||||
| 5. Critical: waits at the meeting spot until the all-clear | ||||||||
| 6. Returns to the classroom with the class | ||||||||
| 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: 5 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.