Follow the fire drill evacuation routine
When to use this goal
For students who are carried, pulled, or need constant prompting during drills, or who cover their ears and stop moving. Base the choice on observation during actual drills and present levels in following the group; sensory responses to the alarm may need a separate plan.
- Baseline
- Observe the routine on at least 3 occasions before setting a target. Mark each step as independent (no adult prompt of any kind), completed with support (note the prompt type), or not completed. Count only independent steps toward the baseline, and note which steps are missed most often; those may need direct teaching rather than more practice. Drills are infrequent, so add quiet practice walks of the route without the alarm to build baseline and progress data; mark which data came from real drills.
- Tips
- Give the student a warning before scheduled drills if the team agrees, and fade the warning over time. Noise-reducing headphones kept in a known place can be part of the plan without changing the routine. Practice from different starting points in the building.
- Limits
- Drills give few opportunities per year; practice walks supplement them. A student who cannot tolerate the alarm needs an individual evacuation plan, which this goal supports but does not replace.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-cs-010.
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Goal
By the annual IEP review date, when the fire alarm sounds during a scheduled drill, the student will complete the evacuation routine to the assigned outdoor spot, performing all 7 steps independently, on 3 consecutive drills, as measured by a task-analysis checklist collected at each drill (about monthly), plus one practice walk per month.
Baseline: 2 of 7 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 Community & Safety Skills.
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
- Functional & Independence Skills - Community & Safety Skills
- Baseline
- 2 of 7 steps independently.
- Annual goal341 characters
- By the annual IEP review date, when the fire alarm sounds during a scheduled drill, the student will complete the evacuation routine to the assigned outdoor spot, performing all 7 steps independently, on 3 consecutive drills, as measured by a task-analysis checklist collected at each drill (about monthly), plus one practice walk per month.
- Timeframe
- By the annual IEP review date
- Condition
- When the fire alarm sounds during a scheduled drill
- Behavior
- The student will complete the evacuation routine to the assigned outdoor spot
- Criteria
- Performing all 7 steps independently, on 3 consecutive drills
- Evaluation method
- A task-analysis checklist
- Schedule
- At each drill (about monthly), plus one practice walk per month
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 7 steps independently
- Mastery rule:
- on 3 consecutive drills
- Collection schedule:
- at each drill (about monthly), plus one practice walk per month
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when the fire alarm sounds during a scheduled drill, the student will complete the evacuation routine to the assigned outdoor spot, performing all 7 steps independently, on 3 consecutive drills, as measured by a task-analysis checklist collected at each drill (about monthly), plus one practice walk per month.
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, leaving materials behind | ||||||||
| 2. Moves to the line or door without running | ||||||||
| 3. Walks the posted evacuation route with the class | ||||||||
| 4. Stays with the group and keeps hands to self in the hallway | ||||||||
| 5. Walks to the assigned outdoor spot | ||||||||
| 6. Stands or sits at the spot until the all-clear is given | ||||||||
| 7. Returns to the classroom 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: 7 of 7).
- 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.