Wipe front to back and check the paper
When to use this goal
For students who complete the rest of the routine but wipe once, wipe in the wrong direction, or leave the stall unclean. Base the choice on family report and, where physical help is already part of the plan, the assigned staff member's notes. Usually written after the family asks for it.
- Baseline
- Agree with the family on how data will be gathered without intruding: the student's own report, the assigned staff member's notes when physical help is already in the plan, and the result (clean clothing). Use the family's words for the routine. 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
- Only staff named in the plan support this routine, and the stall door stays closed unless physical help is part of the plan. A paper-length mark on the wall or a picture card helps the student judge how much to take. Flushable wipes make cleaning easier for some students.
- Limits
- Steps inside the stall are hard to observe with privacy; data rely on report and results. Skin irritation or bleeding is a health question for the nurse and family. Not for students whose plan has staff complete hygiene care.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-toi-013.
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Goal
By the annual IEP review date, after a bowel movement at school, the student will wipe using the folded-paper steps until the paper comes away clean, performing at least 5 of 6 steps independently, across 3 consecutive school weeks, as measured by a task-analysis checklist collected at each bowel movement at school, reviewed weekly with the family.
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 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 steps independently.
- Annual goal350 characters
- By the annual IEP review date, after a bowel movement at school, the student will wipe using the folded-paper steps until the paper comes away clean, performing at least 5 of 6 steps independently, across 3 consecutive school weeks, as measured by a task-analysis checklist collected at each bowel movement at school, reviewed weekly with the family.
- Timeframe
- By the annual IEP review date
- Condition
- After a bowel movement at school
- Behavior
- The student will wipe using the folded-paper steps until the paper comes away clean
- Criteria
- Performing at least 5 of 6 steps independently, across 3 consecutive school weeks
- Evaluation method
- A task-analysis checklist
- Schedule
- At each bowel movement at school, reviewed weekly with the family
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:
- across 3 consecutive school weeks
- Collection schedule:
- at each bowel movement at school, reviewed weekly with the family
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, after a bowel movement at school, the student will wipe using the folded-paper steps until the paper comes away clean, performing at least 5 of 6 steps independently, across 3 consecutive school weeks, as measured by a task-analysis checklist collected at each bowel movement at school, reviewed weekly with the family.
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. Pulls off the amount of paper shown on the card | ||||||||
| 2. Folds the paper into a pad | ||||||||
| 3. Wipes front to back once | ||||||||
| 4. Checks the paper and drops it in the toilet | ||||||||
| 5. Repeats with fresh paper until the paper comes away clean | ||||||||
| 6. Flushes | ||||||||
| 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.