Complete every step of a safety drill
When to use this goal
For students who freeze, run, or stop partway through fire, lockdown, or weather drill directions. Every step must be done every time; the target is all steps. Present levels and the student's safety plan, not grade, decide supports.
- Baseline
- Score the last real drill from staff report and run a practice drill. Note sounds or crowding that trigger problems; noise-reducing headphones can help.
- Tips
- Safety skills are taught and practiced often; the target is every step. The student's safety plan and staffing come first. Headphones and a buddy are access supports, not crutches.
- Limits
- Real drills are few; practice drills fill the gap. This goal never replaces the school's emergency plan for the student.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-dir-038.
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Goal
By the annual IEP review date, during a scheduled fire drill when the alarm sounds, the student will carry out the drill directions from the alarm to the all-clear, performing all 6 steps independently, on 2 consecutive drills, as measured by a task-analysis checklist collected at each drill and practice drill.
Baseline: 3 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 Following Multi-Step Directions.
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
- Executive Function - Following Multi-Step Directions
- Baseline
- 3 of 6 steps independently.
- Annual goal312 characters
- By the annual IEP review date, during a scheduled fire drill when the alarm sounds, the student will carry out the drill directions from the alarm to the all-clear, performing all 6 steps independently, on 2 consecutive drills, as measured by a task-analysis checklist collected at each drill and practice drill.
- Timeframe
- By the annual IEP review date
- Condition
- During a scheduled fire drill when the alarm sounds
- Behavior
- The student will carry out the drill directions from the alarm to the all-clear
- Criteria
- Performing all 6 steps independently, on 2 consecutive drills
- Evaluation method
- A task-analysis checklist
- Schedule
- At each drill and practice drill
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 2 consecutive drills
- Collection schedule:
- at each drill and practice drill
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a scheduled fire drill when the alarm sounds, the student will carry out the drill directions from the alarm to the all-clear, performing all 6 steps independently, on 2 consecutive drills, as measured by a task-analysis checklist collected at each drill and practice drill.
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 current activity when the alarm sounds | ||||||||
| 2. Leaves materials and lines up at the door | ||||||||
| 3. Walks with the class along the exit route | ||||||||
| 4. Goes to the class's spot at the meeting area | ||||||||
| 5. Stays with the class until the all-clear | ||||||||
| 6. Walks back to class with the group | ||||||||
| 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.