Follow the lockdown or shelter drill routine
When to use this goal
For students who talk, move around, or leave the safe spot during lockdown or shelter-in-place drills, where staying quiet and still is the point. Scores the drill as steps. Base the choice on the last drills. Fire drills are bh-saf-018. Students who cannot stay quiet for the drill length need an individual plan agreed with the safety team.
- Baseline
- Score the next 2 drills with the checklist and gather notes from past ones. Practice the moves to the safe spot as a short game without the full silence first. Ask the family how the student handles quiet waiting; some students need a quiet activity in hand to make the silence possible.
- Tips
- Teach the routine as a calm practice, never as a scary story. A quiet activity and an assigned adult make the silence reachable. Short monthly practices give data between drills. Mastery is every step because the drill rehearses a real event. Edit the steps to the school's protocol.
- Limits
- Drills happen a few times a year; practices are shorter and not the same stimulus. A student who cannot stay silent for the drill length needs an individual safety 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-025.
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Goal
By the annual IEP review date, during a scheduled lockdown or shelter drill with the routine reviewed that week and an assigned adult, the student will complete the lockdown or shelter drill routine steps, performing all 6 steps independently, on 3 of 3 consecutive drills, as measured by a task-analysis checklist collected each drill, plus 1 monthly short 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 goal367 characters
- By the annual IEP review date, during a scheduled lockdown or shelter drill with the routine reviewed that week and an assigned adult, the student will complete the lockdown or shelter drill routine steps, performing all 6 steps independently, on 3 of 3 consecutive drills, as measured by a task-analysis checklist collected each drill, plus 1 monthly short practice.
- Timeframe
- By the annual IEP review date
- Condition
- During a scheduled lockdown or shelter drill with the routine reviewed that week and an assigned adult
- Behavior
- The student will complete the lockdown or shelter drill routine steps
- Criteria
- Performing all 6 steps independently, on 3 of 3 consecutive drills
- Evaluation method
- A task-analysis checklist
- Schedule
- Each drill, plus 1 monthly short 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 all 6 steps independently
- Mastery rule:
- on 3 of 3 consecutive drills
- Collection schedule:
- each drill, plus 1 monthly short practice
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a scheduled lockdown or shelter drill with the routine reviewed that week and an assigned adult, the student will complete the lockdown or shelter drill routine steps, performing all 6 steps independently, on 3 of 3 consecutive drills, as measured by a task-analysis checklist collected each drill, plus 1 monthly short 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 announcement is made | ||||||||
| 2. Moves to the designated safe spot in the room within 1 minute | ||||||||
| 3. Sits or crouches as taught | ||||||||
| 4. Keeps a level 0 voice for the whole drill | ||||||||
| 5. Stays at the safe spot until the all-clear | ||||||||
| 6. Returns to the seat when directed | ||||||||
| 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.