Follow the restroom sign-out routine
When to use this goal
For students who leave for the restroom without signing out, go during instruction, or take long trips. Scores the routine as steps. Base the choice on sign-out logs. Frequent restroom trips used as breaks point to replacement-behavior bh-rep-001 instead.
- Baseline
- Review 2 weeks of sign-out logs (or their absence) and time 3 to 5 trips. Note the time of day; trips clustered in one class period suggest escape and a different goal. Confirm the student has no medical reason for frequent or urgent trips before setting a target.
- Tips
- Never deny restroom access as part of this goal; the goal is the routine around the trip, not whether the trip happens. Set a typical trip time with the student and treat returns within it as direct. Medical plans override the routine.
- Limits
- Urgent needs skip the first step; score those trips as not applicable. Trips are infrequent for some students, so the data accumulate slowly.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-cls-016.
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Goal
By the annual IEP review date, when the student needs the restroom during a class period with a sign-out sheet and pass, the student will complete the restroom routine steps, performing at least 5 of 6 steps independently, on 4 of 5 consecutive scored trips, as measured by a task-analysis checklist collected each trip, summarized weekly.
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 Classroom Expectations & Routines.
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
- Behavior & Classroom Expectations - Classroom Expectations & Routines
- Baseline
- 2 of 6 steps independently.
- Annual goal339 characters
- By the annual IEP review date, when the student needs the restroom during a class period with a sign-out sheet and pass, the student will complete the restroom routine steps, performing at least 5 of 6 steps independently, on 4 of 5 consecutive scored trips, as measured by a task-analysis checklist collected each trip, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When the student needs the restroom during a class period with a sign-out sheet and pass
- Behavior
- The student will complete the restroom routine steps
- Criteria
- Performing at least 5 of 6 steps independently, on 4 of 5 consecutive scored trips
- Evaluation method
- A task-analysis checklist
- Schedule
- Each trip, summarized weekly
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 at least 5 of 6 steps independently
- Mastery rule:
- on 4 of 5 consecutive scored trips
- Collection schedule:
- each trip, summarized weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when the student needs the restroom during a class period with a sign-out sheet and pass, the student will complete the restroom routine steps, performing at least 5 of 6 steps independently, on 4 of 5 consecutive scored trips, as measured by a task-analysis checklist collected each trip, summarized weekly.
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. Waits for a non-instruction moment or raises a hand for permission | ||||||||
| 2. Signs out with name and time | ||||||||
| 3. Takes the pass | ||||||||
| 4. Goes directly to the restroom and returns directly | ||||||||
| 5. Signs back in with the time | ||||||||
| 6. Returns the pass and resumes the task | ||||||||
| 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: 5 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.