Follow the room-clear routine to safety
When to use this goal
For students in classrooms where a peer's crisis sometimes requires the class to leave (a room clear), and who stay to watch, join in, or scatter. Fit depends on whether room clears happen and on the student's response, not grade. Practice the routine without a real crisis first.
- Baseline
- Score the steps at two practice runs. If real room clears happen, record those too and note what the student did. Students who are frightened by peers' crises may need a counselor check-in afterward.
- Tips
- Keep a bin of quiet activities at the safe spot so the wait is calm. Talk with the class afterward in a neutral way. This goal is about the student's safety; it is never about the peer in crisis.
- Limits
- Room clears are unpredictable; practice runs carry most of the data. The goal does not address the crisis itself, which belongs in the other student's plan.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-saf-042.
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Goal
By the annual IEP review date, when the teacher gives the room-clear signal during class, the student will follow the room-clear routine to the safe spot with the class, performing all 5 steps independently, on 3 consecutive room clears including practice, as measured by a task-analysis checklist collected every room clear and practice run.
Baseline: 2 of 5 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 5 steps independently.
- Annual goal342 characters
- By the annual IEP review date, when the teacher gives the room-clear signal during class, the student will follow the room-clear routine to the safe spot with the class, performing all 5 steps independently, on 3 consecutive room clears including practice, as measured by a task-analysis checklist collected every room clear and practice run.
- Timeframe
- By the annual IEP review date
- Condition
- When the teacher gives the room-clear signal during class
- Behavior
- The student will follow the room-clear routine to the safe spot with the class
- Criteria
- Performing all 5 steps independently, on 3 consecutive room clears including practice
- Evaluation method
- A task-analysis checklist
- Schedule
- Every room clear 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 5 steps independently
- Mastery rule:
- on 3 consecutive room clears including practice
- Collection schedule:
- every room clear and practice run
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when the teacher gives the room-clear signal during class, the student will follow the room-clear routine to the safe spot with the class, performing all 5 steps independently, on 3 consecutive room clears including practice, as measured by a task-analysis checklist collected every room clear 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 signal | ||||||||
| 2. Leave materials in place | ||||||||
| 3. Walk out of the room with the class | ||||||||
| 4. Go to the named safe spot | ||||||||
| 5. Start the safe-spot activity until the adult says to return | ||||||||
| 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 5).
- 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.