Locate exits and safety stations at work
When to use this goal
For students starting at a new job site or school job who could not find the way out or the safety equipment in an emergency. Present levels in following signs and in moving around a building decide fit.
- Baseline
- Do the walk-through on the student's second or third day, after the site's orientation. Mark each step as found without help, found with a cue, or not found.
- Tips
- Repeat at every new placement; exits and stations move. Practice during the site's real drills when possible. Using the equipment is site training, not part of this goal.
- Limits
- Finding stations on a calm walk is not the same as acting in a real alarm. Does not teach first aid or using an extinguisher.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-voc-073.
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Goal
By the annual IEP review date, during the first weeks at a new job site, starting from the student's work station, the student will follow the exit signs from the work station to the nearest exit and show where the fire extinguisher, eyewash station and assembly point are, performing all 6 steps independently, on 3 consecutive weekly walk-throughs, as measured by a task-analysis checklist collected weekly during the first month at a site, then monthly.
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. 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 Vocational & Work Readiness.
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
- Transition & Postsecondary Skills - Vocational & Work Readiness
- Baseline
- 2 of 6 steps independently.
- Annual goal456 characters
- By the annual IEP review date, during the first weeks at a new job site, starting from the student's work station, the student will follow the exit signs from the work station to the nearest exit and show where the fire extinguisher, eyewash station and assembly point are, performing all 6 steps independently, on 3 consecutive weekly walk-throughs, as measured by a task-analysis checklist collected weekly during the first month at a site, then monthly.
- Timeframe
- By the annual IEP review date
- Condition
- During the first weeks at a new job site, starting from the student's work station
- Behavior
- The student will follow the exit signs from the work station to the nearest exit and show where the fire extinguisher, eyewash station and assembly point are
- Criteria
- Performing all 6 steps independently, on 3 consecutive weekly walk-throughs
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly during the first month at a site, then monthly
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 3 consecutive weekly walk-throughs
- Collection schedule:
- weekly during the first month at a site, then monthly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during the first weeks at a new job site, starting from the student's work station, the student will follow the exit signs from the work station to the nearest exit and show where the fire extinguisher, eyewash station and assembly point are, performing all 6 steps independently, on 3 consecutive weekly walk-throughs, as measured by a task-analysis checklist collected weekly during the first month at a site, then monthly.
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. Finds the nearest exit sign from the work station | ||||||||
| 2. Follows the exit signs to the exit door | ||||||||
| 3. Names a second exit in case the first is blocked | ||||||||
| 4. Finds the fire extinguisher by its sign | ||||||||
| 5. Finds the eyewash station or emergency shower by its sign, if the site has one | ||||||||
| 6. Names or points to the assembly point on the evacuation map | ||||||||
| 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.