Leave the house when the smoke alarm sounds
When to use this goal
For students who follow school fire drills (fn-cs-010) but have no plan at home, or who hide or wait when an alarm sounds. Present levels in following drills and family input decide fit. Practice happens in a home fire drill or a mock room at school.
- Baseline
- Use 2 drills at home or in the mock room. Each step matters for getting out safely, so the target is every step.
- Tips
- Help the family make a simple picture fire plan with two exits. Students who are startled by alarm sounds can practice with the volume lowered at first, then full sound. Schools can share the steps from school drills.
- Limits
- Relies on family drills. Students who need physical help to leave need a family evacuation plan.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-cs-041.
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Goal
By the annual IEP review date, during a family home fire drill with the smoke alarm test button, as reported by the family, the student will leave by the planned exit, go to the outside meeting spot, and stay there until an adult says it is safe, performing all 6 steps independently, across 3 consecutive drills, as measured by direct observation collected monthly, during drills.
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. Direct observation 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 6 steps independently.
- Annual goal381 characters
- By the annual IEP review date, during a family home fire drill with the smoke alarm test button, as reported by the family, the student will leave by the planned exit, go to the outside meeting spot, and stay there until an adult says it is safe, performing all 6 steps independently, across 3 consecutive drills, as measured by direct observation collected monthly, during drills.
- Timeframe
- By the annual IEP review date
- Condition
- During a family home fire drill with the smoke alarm test button, as reported by the family
- Behavior
- The student will leave by the planned exit, go to the outside meeting spot, and stay there until an adult says it is safe
- Criteria
- Performing all 6 steps independently, across 3 consecutive drills
- Evaluation method
- Direct observation
- Schedule
- Monthly, during drills
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:
- across 3 consecutive drills
- Collection schedule:
- monthly, during drills
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during a family home fire drill with the smoke alarm test button, as reported by the family, the student will leave by the planned exit, go to the outside meeting spot, and stay there until an adult says it is safe, performing all 6 steps independently, across 3 consecutive drills, as measured by direct observation collected monthly, during drills.
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 what they are doing when the alarm sounds | ||||||||
| 2. Leaves belongings behind | ||||||||
| 3. Feels the door with the back of the hand before opening it in practice | ||||||||
| 4. Goes out by the planned exit, staying low if there is smoke in the scenario | ||||||||
| 5. Goes to the outside meeting spot | ||||||||
| 6. Stays at the meeting spot and does not go back inside | ||||||||
| 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.