Follow the severe weather drill routine
When to use this goal
For students who freeze, run, or refuse to take the protective position during tornado, earthquake, or severe weather drills. Fit depends on drill observations, not grade. The steps must match the school's drill plan for the student's room and any physical accommodations.
- Baseline
- Score the steps at a practice run and the next scheduled drill, and note sound sensitivity or fear. Drills are rare, so add small-group practice runs with a warning first.
- Tips
- Give the student headphones and a preview story before drills. Students who use wheelchairs need an adapted protective position written into the plan. Pair with bh-saf-018 (fire drill) and bh-saf-025 (lockdown).
- Limits
- Drill behavior may not predict behavior in a real emergency; the emergency plan must name the adult responsible for the student. Few drills per year means slow data.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-saf-041.
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Goal
By the annual IEP review date, during a scheduled severe weather or earthquake drill with the class, the student will follow the severe weather drill routine from the alarm to the all-clear, performing all 6 steps independently, on 3 consecutive drills including practice runs, as measured by a task-analysis checklist collected every drill and practice run.
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 goal358 characters
- By the annual IEP review date, during a scheduled severe weather or earthquake drill with the class, the student will follow the severe weather drill routine from the alarm to the all-clear, performing all 6 steps independently, on 3 consecutive drills including practice runs, as measured by a task-analysis checklist collected every drill and practice run.
- Timeframe
- By the annual IEP review date
- Condition
- During a scheduled severe weather or earthquake drill with the class
- Behavior
- The student will follow the severe weather drill routine from the alarm to the all-clear
- Criteria
- Performing all 6 steps independently, on 3 consecutive drills including practice runs
- Evaluation method
- A task-analysis checklist
- Schedule
- Every drill and practice run
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 drills including practice runs
- Collection schedule:
- every drill and practice run
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a scheduled severe weather or earthquake drill with the class, the student will follow the severe weather drill routine from the alarm to the all-clear, performing all 6 steps independently, on 3 consecutive drills including practice runs, as measured by a task-analysis checklist collected every drill and practice run.
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. Stop the current activity at the alarm or announcement | ||||||||
| 2. Leave materials and walk with the class | ||||||||
| 3. Go to the assigned safe area (the hallway or under the desk) | ||||||||
| 4. Take the protective position (kneel and cover the head, or the student's adapted position) | ||||||||
| 5. Stay in position until the all-clear | ||||||||
| 6. Return to the room 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: 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.