Exit by wheelchair during a fire drill
When to use this goal
For wheelchair users on a ground floor, or with a ground-floor exit route, who freeze, go the wrong way or wait for an adult to push them when the alarm sounds. Every step matters in a real emergency, so the target is all steps on every drill.
- Baseline
- Score each step at the next drill and at two practice runs. Check the route against the student's emergency evacuation plan: doors, slopes and surfaces outside, and who is assigned to help. Note whether the alarm itself is a barrier; noise protection may be part of the plan.
- Tips
- Practice between drills so the real drill is not the first time. The plan names a backup adult for days the usual one is absent. Teach the student to tell any adult their plan if they are separated from the class.
- Limits
- This goal never replaces the school's emergency plan for the student; it teaches the student's part of it. Any missed step is a safety gap, so the target is all steps, and the plan stays in force while the skill builds. Upper floors need an area-of-refuge routine instead.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-mob-023.
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Goal
By the annual IEP review date, during a scheduled fire drill from the student's classroom, the student will leave the building by the planned accessible exit and reach the class meeting spot following the evacuation steps with the assigned adult beside the student, performing all 6 steps independently, across 3 consecutive drills or practice runs, as measured by a task-analysis checklist collected at every drill and at a monthly practice run.
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 Functional Mobility.
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
- Motor & Sensory Skills (OT, PT & Adapted PE) - Functional Mobility
- Baseline
- 3 of 6 steps independently.
- Annual goal446 characters
- By the annual IEP review date, during a scheduled fire drill from the student's classroom, the student will leave the building by the planned accessible exit and reach the class meeting spot following the evacuation steps with the assigned adult beside the student, performing all 6 steps independently, across 3 consecutive drills or practice runs, as measured by a task-analysis checklist collected at every drill and at a monthly practice run.
- Timeframe
- By the annual IEP review date
- Condition
- During a scheduled fire drill from the student's classroom
- Behavior
- The student will leave the building by the planned accessible exit and reach the class meeting spot following the evacuation steps with the assigned adult beside the student
- Criteria
- Performing all 6 steps independently, across 3 consecutive drills or practice runs
- Evaluation method
- A task-analysis checklist
- Schedule
- At every drill and at a monthly practice run
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 or practice runs
- Collection schedule:
- at every drill and at a monthly practice run
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a scheduled fire drill from the student's classroom, the student will leave the building by the planned accessible exit and reach the class meeting spot following the evacuation steps with the assigned adult beside the student, performing all 6 steps independently, across 3 consecutive drills or practice runs, as measured by a task-analysis checklist collected at every drill and at a monthly practice run.
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. Unlock the brakes or turn on the power chair when the alarm sounds | ||||||||
| 2. Move to the classroom door in the planned order | ||||||||
| 3. Follow the class or assigned adult on the accessible route | ||||||||
| 4. Go through the exit door without stopping in the doorway | ||||||||
| 5. Travel to the class meeting spot outside | ||||||||
| 6. Stop at the meeting spot and answer the attendance check | ||||||||
| 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.