Flush, wash, and check before leaving the stall
When to use this goal
For primary students who use the toilet on their own but often leave without flushing, washing, or fixing clothing, and who need an adult reminder at the door. Present levels decide fit. A short finishing routine, not the whole toileting routine.
- Baseline
- Observe the routine on at least 3 typical days before setting a target. Mark each step as independent, done with a named prompt (gesture, picture, verbal, physical), or not done, and count only independent steps. Score private steps from what can be seen from outside the stall or from the result, unless physical help is already part of the plan.
- Tips
- Score from what can be seen at the sink and the result (toilet flushed, clothing straight). A three-picture card (flush, clothes, wash) is enough for most students. If the flush noise is the problem, see fn-toi-010.
- Limits
- Covers only the finishing steps. Handwashing as a general skill outside the bathroom is a daily-living goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-toi-018.
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Goal
By the annual IEP review date, after using the toilet at school, the student will flush, check their clothing, and wash and dry hands before leaving the bathroom, performing all 5 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily at one bathroom trip.
Baseline: 2 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
- 2 of 5 steps independently.
- Annual goal314 characters
- By the annual IEP review date, after using the toilet at school, the student will flush, check their clothing, and wash and dry hands before leaving the bathroom, performing all 5 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily at one bathroom trip.
- Timeframe
- By the annual IEP review date
- Condition
- After using the toilet at school
- Behavior
- The student will flush, check their clothing, and wash and dry hands before leaving the bathroom
- Criteria
- Performing all 5 steps independently, on 4 of 5 consecutive school days
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily at one bathroom 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 all 5 steps independently
- Mastery rule:
- on 4 of 5 consecutive school days
- Collection schedule:
- daily at one bathroom trip
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, after using the toilet at school, the student will flush, check their clothing, and wash and dry hands before leaving the bathroom, performing all 5 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily at one bathroom 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. Flushes the toilet | ||||||||
| 2. Checks that clothing is pulled up and straight | ||||||||
| 3. Wets hands and puts on soap | ||||||||
| 4. Scrubs hands while counting to twenty | ||||||||
| 5. Rinses and dries hands and drops the towel in the bin | ||||||||
| 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 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.