Manage a multi-stall school restroom alone
When to use this goal
For students who toilet on their own in a classroom bathroom but need an adult with them in larger multi-stall restrooms, where there are lines, peers, and stall locks. Present levels decide fit. A step toward public restrooms in the community.
- 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. A staff member in the hallway can score entry and exit steps and the time away without entering the restroom.
- Tips
- Start at quiet times and move toward busy ones. Teach what to do if all stalls are full (wait by the sinks) and if the lock is broken (use another stall or tell an adult). Staff never enter a multi-stall restroom used by students of another gender; plan staffing with that in mind.
- Limits
- Peer situations in restrooms (teasing, crowding) are real and can stop progress; ask the student about them. Students who use adaptive equipment need an accessible stall written into the routine (fn-toi-021).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-toi-020.
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Goal
By the annual IEP review date, during restroom trips to the hallway multi-stall restroom, the student will complete the multi-stall restroom routine and return to class, performing at least 7 of 8 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected twice weekly.
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 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
- 3 of 8 steps independently.
- Annual goal307 characters
- By the annual IEP review date, during restroom trips to the hallway multi-stall restroom, the student will complete the multi-stall restroom routine and return to class, performing at least 7 of 8 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During restroom trips to the hallway multi-stall restroom
- Behavior
- The student will complete the multi-stall restroom routine and return to class
- Criteria
- Performing at least 7 of 8 steps independently, on 4 of 5 observed days
- Evaluation method
- A task-analysis checklist
- Schedule
- Twice weekly
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 observed days
- Collection schedule:
- twice weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during restroom trips to the hallway multi-stall restroom, the student will complete the multi-stall restroom routine and return to class, performing at least 7 of 8 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected twice weekly.
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. Walks to the restroom with the pass | ||||||||
| 2. Waits for or finds an open stall, checking for feet under the door or a green lock | ||||||||
| 3. Enters and locks the stall door | ||||||||
| 4. Uses the toilet and wipes | ||||||||
| 5. Fixes clothing and flushes | ||||||||
| 6. Unlocks the door and washes and dries hands | ||||||||
| 7. Leaves the restroom without lingering | ||||||||
| 8. Returns to class within the agreed time | ||||||||
| 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.