Use the area of refuge during drills
When to use this goal
For wheelchair or walker users with classes on an upper floor, who cannot use stairs and whose evacuation plan sends them to an area of refuge to wait for responders. The plan and drill observations decide fit; every step is required.
- Baseline
- Walk the plan with the student and score each step on a practice run, then at the next drill. Find out from the plan which refuge areas apply from each upper-floor room the student uses.
- Tips
- Older students should know their own plan well enough to explain it to a substitute or responder. Practice from every room on the student's schedule, not just homeroom.
- Limits
- Elevators are not used in a fire unless the building's plan says so; follow the school's plan. The goal teaches the student's part only. Every step is required because a missed step is a safety gap.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-mob-025.
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Goal
By the annual IEP review date, during a fire drill that starts while the student is in a class on an upper floor, the student will travel to the planned area of refuge and carry out each step of the waiting routine with no adult cues, 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 monthly practice runs.
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 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
- 2 of 6 steps independently.
- Annual goal414 characters
- By the annual IEP review date, during a fire drill that starts while the student is in a class on an upper floor, the student will travel to the planned area of refuge and carry out each step of the waiting routine with no adult cues, 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 monthly practice runs.
- Timeframe
- By the annual IEP review date
- Condition
- During a fire drill that starts while the student is in a class on an upper floor
- Behavior
- The student will travel to the planned area of refuge and carry out each step of the waiting routine with no adult cues
- 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 monthly practice runs
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 monthly practice runs
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a fire drill that starts while the student is in a class on an upper floor, the student will travel to the planned area of refuge and carry out each step of the waiting routine with no adult cues, 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 monthly practice runs.
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. Leave the room when the alarm sounds | ||||||||
| 2. Travel to the nearest area of refuge named in the plan | ||||||||
| 3. Move fully inside the refuge area out of the stairwell path | ||||||||
| 4. Use the two-way phone or call button, or tell the staff member present | ||||||||
| 5. Give their name and location | ||||||||
| 6. Wait in the area until responders or staff arrive | ||||||||
| 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.