Set up a step stool and seat insert
When to use this goal
For young students who need a child-size seat insert and a step stool to sit securely on an adult-size toilet, and who currently wait for an adult to set up the equipment. Base the choice on OT input on balance and seating and on present levels, not age.
- Baseline
- Observe 3 or more trips and mark each equipment step as independent or prompted. Ask the OT whether the student's balance allows climbing and turning without hands-on help, and note which equipment the family uses so school can match it. 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
- Feet supported on a stool help the student relax and empty fully, so the equipment matters for success, not only for reach. Keep the equipment in the same place every time and labeled with a picture. Clean and store equipment according to the school's hygiene procedures.
- Limits
- Not for students who need a supportive toilet chair or a lift; their routines are written with the OT or PT around that equipment. Measures setup and seating only; the rest of the routine needs its own steps (fn-toi-005).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-toi-006.
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Goal
By the annual IEP review date, during toileting trips in a bathroom with an adult-size toilet, a seat insert and a step stool kept in the same place, the student will set up the step stool and seat insert, climb up, and sit with both feet on the stool, performing at least 4 of 5 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily at one scheduled trip.
Baseline: 1 of 5 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 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
- 1 of 5 steps independently.
- Annual goal415 characters
- By the annual IEP review date, during toileting trips in a bathroom with an adult-size toilet, a seat insert and a step stool kept in the same place, the student will set up the step stool and seat insert, climb up, and sit with both feet on the stool, performing at least 4 of 5 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily at one scheduled trip.
- Timeframe
- By the annual IEP review date
- Condition
- During toileting trips in a bathroom with an adult-size toilet, a seat insert and a step stool kept in the same place
- Behavior
- The student will set up the step stool and seat insert, climb up, and sit with both feet on the stool
- Criteria
- Performing at least 4 of 5 steps independently, on 4 of 5 consecutive school days
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily at one scheduled trip
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 4 of 5 steps independently
- Mastery rule:
- on 4 of 5 consecutive school days
- Collection schedule:
- daily at one scheduled trip
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during toileting trips in a bathroom with an adult-size toilet, a seat insert and a step stool kept in the same place, the student will set up the step stool and seat insert, climb up, and sit with both feet on the stool, performing at least 4 of 5 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily at one scheduled trip.
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. Takes the seat insert from its hook and places it on the toilet seat | ||||||||
| 2. Moves the step stool to the front of the toilet | ||||||||
| 3. Climbs the stool and turns around | ||||||||
| 4. Sits on the insert with both feet flat on the stool | ||||||||
| 5. After toileting, returns the insert to the hook and the stool to its spot | ||||||||
| 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: 4 of 5).
- 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.