Go to the bathroom at the schedule cue
When to use this goal
For young students on a timed toileting schedule who resist or ignore the cue to go, so trips are often skipped or delayed. Base the choice on schedule data, not age. The schedule interval itself is set with the family and, when health is involved, the nurse.
- Baseline
- Record every scheduled cue for a week: the activity at the time, whether the student went within about a minute, and what support was needed. Look for times of day or activities where trips are refused, and adjust the schedule around them before setting a target. Keep the data sheet in a closed folder or on a coded log, never posted where peers or visitors can see it, and agree with the family on the words used for body parts and the routine.
- Tips
- Score the move to the bathroom, not the result on the toilet; results go on a separate log. Keep the cue the same at home and school, and keep it short and private. Give the preferred activity back after the trip so going to the bathroom does not mean losing it.
- Limits
- A schedule goal does not teach recognizing the need to go; plan to fade the schedule toward self-initiated trips (fn-toi-014). Refusal can come from fear of the flush or the room; check sensory triggers (fn-toi-010) before treating it as a schedule problem.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-toi-002.
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Goal
By the annual IEP review date, when the toileting schedule cue is given (a timer, the bathroom picture on their visual schedule, or an adult's spoken cue), the student will stop the current activity and walk to the bathroom with the adult independently in at least 5 of 6 opportunities, on 4 of 5 observed days, as measured by opportunity-by-opportunity data collected at every scheduled trip.
Baseline: 2 of 6 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. Opportunity (trial) recording 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 Toileting.
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 - Toileting
- Baseline
- 2 of 6 opportunities.
- Annual goal393 characters
- By the annual IEP review date, when the toileting schedule cue is given (a timer, the bathroom picture on their visual schedule, or an adult's spoken cue), the student will stop the current activity and walk to the bathroom with the adult independently in at least 5 of 6 opportunities, on 4 of 5 observed days, as measured by opportunity-by-opportunity data collected at every scheduled trip.
- Timeframe
- By the annual IEP review date
- Condition
- When the toileting schedule cue is given (a timer, the bathroom picture on their visual schedule, or an adult's spoken cue)
- Behavior
- The student will stop the current activity and walk to the bathroom with the adult independently
- Criteria
- In at least 5 of 6 opportunities, on 4 of 5 observed days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- At every scheduled trip
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 at least 5 of 6 opportunities
- Mastery rule:
- on 4 of 5 observed days
- Collection schedule:
- at every scheduled trip
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when the toileting schedule cue is given (a timer, the bathroom picture on their visual schedule, or an adult's spoken cue), the student will stop the current activity and walk to the bathroom with the adult independently in at least 5 of 6 opportunities, on 4 of 5 observed days, as measured by opportunity-by-opportunity data collected at every scheduled trip.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | # + (of 6) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 6 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.