Use their drill plan during fire and safety drills
When to use this goal
For students who drop to the floor, run, or hide during fire, lockdown, or evacuation drills because of the alarm or the change. Base the choice on drill observations and family input. Because drills are safety events, the target is every drill.
- Baseline
- Review notes from the last few drills: what the student did when the alarm started, how long it took to leave, and what helped. Ask the family how the student reacts to alarms and sirens at home. Plan practice drills with the building team.
- Tips
- Every drill is an opportunity; count practice drills separately. Headphones, holding a hand, or being carried in an emergency are all part of a valid plan. Practice drills should be short, predictable, and end with something the student likes.
- Limits
- This goal never replaces the building's emergency plan or the student's individual evacuation plan. Real emergencies are less predictable than drills, so an assigned adult stays in place even after mastery.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-er-069.
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Goal
By the annual IEP review date, during monthly fire or evacuation drills after a preview of the drill story that morning, the student will use their drill plan (such as putting on headphones or covering their ears, holding an adult's hand or a comfort item) and walk out with the class to the meeting spot independently in 4 of 4 opportunities, across 3 consecutive months of drills, as measured by direct observation collected at each drill and practice drill.
Baseline: 1 of 4 opportunities.
- 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. Opportunities 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 opportunities 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 Emotional Regulation.
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
- Social-Emotional & Communication - Emotional Regulation
- Baseline
- 1 of 4 opportunities.
- Annual goal460 characters
- By the annual IEP review date, during monthly fire or evacuation drills after a preview of the drill story that morning, the student will use their drill plan (such as putting on headphones or covering their ears, holding an adult's hand or a comfort item) and walk out with the class to the meeting spot independently in 4 of 4 opportunities, across 3 consecutive months of drills, as measured by direct observation collected at each drill and practice drill.
- Timeframe
- By the annual IEP review date
- Condition
- During monthly fire or evacuation drills after a preview of the drill story that morning
- Behavior
- The student will use their drill plan (such as putting on headphones or covering their ears, holding an adult's hand or a comfort item) and walk out with the class to the meeting spot independently
- Criteria
- In 4 of 4 opportunities, across 3 consecutive months of drills
- Evaluation method
- Direct observation
- Schedule
- At each drill and practice drill
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in 4 of 4 opportunities
- Mastery rule:
- across 3 consecutive months of drills
- Collection schedule:
- at each drill and practice drill
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during monthly fire or evacuation drills after a preview of the drill story that morning, the student will use their drill plan (such as putting on headphones or covering their ears, holding an adult's hand or a comfort item) and walk out with the class to the meeting spot independently in 4 of 4 opportunities, across 3 consecutive months of drills, as measured by direct observation collected at each drill and practice drill.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | # + (of 4) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 4 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.