Follow the severe-weather or lockdown drill routine
When to use this goal
For students who follow the fire drill but cannot stay quiet and in position during shelter-in-place or lockdown drills. Base the choice on observation during drills and present levels in waiting quietly; a drill that requires silence for many minutes may need a duration target first.
- 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. Time how long the student stayed quiet during baseline; if it is far below the drill length, a duration objective for quiet waiting is the first step.
- Tips
- Explain drills in plain language ahead of time; many students are frightened by lockdown drills, and the family should know how the school explains them. A quiet fidget or book kept in the drill spot can help the waiting step. Practice short versions monthly.
- Limits
- Drills are rare and stressful; practice sessions are the main data source. Students with mobility or medical needs have individual plans that may change the steps.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-cs-011.
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Goal
By the annual IEP review date, when the school announces a severe-weather drill, the student will complete the drill routine until the all-clear, performing all 5 steps independently, on 3 consecutive drills, as measured by a task-analysis checklist collected at each drill (several per year), plus monthly practice.
Baseline: 1 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 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
- 1 of 5 steps independently.
- Annual goal316 characters
- By the annual IEP review date, when the school announces a severe-weather drill, the student will complete the drill routine until the all-clear, performing all 5 steps independently, on 3 consecutive drills, as measured by a task-analysis checklist collected at each drill (several per year), plus monthly practice.
- Timeframe
- By the annual IEP review date
- Condition
- When the school announces a severe-weather drill
- Behavior
- The student will complete the drill routine until the all-clear
- Criteria
- Performing all 5 steps independently, on 3 consecutive drills
- Evaluation method
- A task-analysis checklist
- Schedule
- At each drill (several per year), plus monthly 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 5 steps independently
- Mastery rule:
- on 3 consecutive drills
- Collection schedule:
- at each drill (several per year), plus monthly practice
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when the school announces a severe-weather drill, the student will complete the drill routine until the all-clear, performing all 5 steps independently, on 3 consecutive drills, as measured by a task-analysis checklist collected at each drill (several per year), plus monthly 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 drill is announced | ||||||||
| 2. Moves to the assigned position in the room (away from windows or in the safe area) | ||||||||
| 3. Takes the drill position (seated, crouched, or covering the head as the drill requires) | ||||||||
| 4. Stays quiet and in position until the all-clear | ||||||||
| 5. Returns to the activity when told | ||||||||
| 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.