Complete the restroom routine at school
When to use this goal
For students who are physically ready for toileting and use the restroom at school but need an adult to prompt each part of the routine. Base the choice on the family's report, present levels, and the nurse's or OT's input; students who are not yet trained need a toilet-training plan rather than this routine goal.
- Baseline
- Observe the routine on at least 3 typical days before setting a target. Mark each step as independent (no adult prompt of any kind), completed with support (note the prompt type), or not completed. Count only independent steps toward the baseline, and note which steps are missed most often; those may need direct teaching rather than more practice. Observe only what can be seen or heard from outside the stall, and mark private steps from the result (clothing fastened, toilet flushed). Ask the family what the routine looks like at home.
- Tips
- Write the data plan with the family and protect privacy: the adult stays outside the stall unless the student needs physical help, and data stay in the confidential file. Clothing with elastic waistbands makes the clothing steps achievable sooner; consult the OT about fasteners and wiping.
- Limits
- Does not address recognizing the need to go or requesting the restroom; those need a separate goal. Medical conditions that affect toileting belong in a health plan, not a skill goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-dl-007.
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Goal
By the annual IEP review date, during scheduled restroom breaks and when the student requests the restroom, the student will complete the restroom routine, performing at least 7 of 8 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily at one scheduled restroom break.
Baseline: 3 of 8 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 Daily Living Skills.
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
- Functional & Independence Skills - Daily Living Skills
- Baseline
- 3 of 8 steps independently.
- Annual goal328 characters
- By the annual IEP review date, during scheduled restroom breaks and when the student requests the restroom, the student will complete the restroom routine, performing at least 7 of 8 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily at one scheduled restroom break.
- Timeframe
- By the annual IEP review date
- Condition
- During scheduled restroom breaks and when the student requests the restroom
- Behavior
- The student will complete the restroom routine
- Criteria
- Performing at least 7 of 8 steps independently, on 4 of 5 consecutive school days
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily at one scheduled restroom break
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 7 of 8 steps independently
- Mastery rule:
- on 4 of 5 consecutive school days
- Collection schedule:
- daily at one scheduled restroom break
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during scheduled restroom breaks and when the student requests the restroom, the student will complete the restroom routine, performing at least 7 of 8 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily at one scheduled restroom break.
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. Enters the stall and closes the door | ||||||||
| 2. Manages clothing (pulls down pants and underwear) | ||||||||
| 3. Sits on or stands at the toilet and uses it | ||||||||
| 4. Takes a measured length of toilet paper and wipes | ||||||||
| 5. Pulls clothing back up and fastens it | ||||||||
| 6. Flushes the toilet | ||||||||
| 7. Exits the stall and washes hands | ||||||||
| 8. Returns to the classroom or group | ||||||||
| 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: 7 of 8).
- 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.