Find and use a community restroom
When to use this goal
For high school and transition students who use school restrooms on their own but need staff to find and walk them to restrooms in stores, restaurants, and other community places. Base the choice on community instruction data. Goals for students 18 to 21 fit the transition program.
- 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. Staff can score most steps from outside the restroom. Record the type of location, since stores and restaurants hide restrooms differently.
- Tips
- Teach common restroom signs and the question to ask an employee. The student decides with the family which restroom fits them; teach the family or single-stall option for students who need help or privacy. Agree on a meeting spot every time.
- Limits
- Safety in public places depends on the location and the student's community safety skills; the team sets how far staff stay. Students who need adaptive equipment need the accessible stall steps (fn-toi-021).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-toi-024.
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Goal
By the annual IEP review date, during community outings to a store, restaurant, library, or work site, the student will find a public restroom by reading signs or asking an employee, use it, and return to the group, performing at least 6 of 7 steps independently, across 4 consecutive community outings, as measured by a task-analysis checklist collected at each community outing.
Baseline: 2 of 7 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 7 steps independently.
- Annual goal380 characters
- By the annual IEP review date, during community outings to a store, restaurant, library, or work site, the student will find a public restroom by reading signs or asking an employee, use it, and return to the group, performing at least 6 of 7 steps independently, across 4 consecutive community outings, as measured by a task-analysis checklist collected at each community outing.
- Timeframe
- By the annual IEP review date
- Condition
- During community outings to a store, restaurant, library, or work site
- Behavior
- The student will find a public restroom by reading signs or asking an employee, use it, and return to the group
- Criteria
- Performing at least 6 of 7 steps independently, across 4 consecutive community outings
- Evaluation method
- A task-analysis checklist
- Schedule
- At each community outing
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 6 of 7 steps independently
- Mastery rule:
- across 4 consecutive community outings
- Collection schedule:
- at each community outing
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during community outings to a store, restaurant, library, or work site, the student will find a public restroom by reading signs or asking an employee, use it, and return to the group, performing at least 6 of 7 steps independently, across 4 consecutive community outings, as measured by a task-analysis checklist collected at each community outing.
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. Tells a staff member or friend they are going and agrees on a meeting spot | ||||||||
| 2. Looks for restroom signs or asks an employee where the restroom is | ||||||||
| 3. Chooses the restroom that fits their plan (men's, women's, family, or all-gender) | ||||||||
| 4. Waits in line if there is one | ||||||||
| 5. Uses the restroom and washes hands | ||||||||
| 6. Returns to the meeting spot | ||||||||
| 7. Texts or tells the group they are back if they were apart | ||||||||
| 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: 6 of 7).
- 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.