Behavioral Monitoring, Social Skills Chart, Self-Assessment

UDL 6.4

Self-monitoring is a process by which the student is actively engaged in reflecting, assessing and working toward academic, behavioral and social goals. With the support of a teacher or mentor, the student has determined the skills and steps necessary to achieve a pre-determined goal. In order to learn how to self–monitor, the student might start off with a checklist of the tasks required to achieve a certain goal. As the student is working, he would assess progress with the goal using the task list. He is able to compare his behavior or skills to a determined set of tasks or behaviors that are listed as necessary to reach a goal and determine whether he is on target.

Ready-to-Use Resources

Self-Monitoring Tool

Behavior Self-Monitoring Checklist

A set of scaffolded checklists to help students monitor positive behavior expectations. A customizable checklist is also included.

Grade 3, 4, 5, 6, 7, 8 · Behavior & SEL · 4 pages

Self-Monitoring Tool

Academic Self-Monitoring Checklist

A set of scaffolded checklists to help students monitor academic expectations when completing classwork. A customizable checklist is also included.

Grade 3, 4, 5, 6, 7, 8 · Behavior & SEL · 4 pages

Self-Monitoring Checklist

Time Management Planning Graphic Organizer

A graphic organizer that helps students prioritize independent academic time in the classroom.

Grade 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 · Behavior & SEL · 1 pages

Implementation Tips

Teach the Self-Monitoring Technique
It is important to incorporate teaching the skill of self-monitoring as the student is learning how to assess and reflect on her process. Incorporating a task checklist or mini-schedule as part of the self-monitoring may be valuable initially in teaching the student how to self-monitor.
Provide Consistent Feedback
With self-monitoring, the student is developing an increased awareness of himself within the focused area of skill and academic development. As the student is learning to self-monitor, frequent and consistent check-ins with the student may help the student accurately self-assess. It is not expected that the student will have mastery with self-monitoring, but it is a skill that will develop over time with continued practice.
Have Clear Expectations
Incorporate self-monitoring with goal setting and have the student set realistic goals and understand the steps necessary to reach these goals. Highlight the successes along the way as the student is learning the skill and developing self mastery of the academic, social or behavioral skills.
Additional Resources
For more information and resources about self-monitoring, visit [[ | Intervention Central ]].


During independent reading, a student has a laminated list of the reading skills to be completed in class. As the student completes each reading skills practice, the student checks off the box next to the reading skill and works on the next skill. An extension of the self-monitoring might be having the student keep track of how much time it takes to complete each reading task.
Behavioral Checklist
A student has a self-monitoring checklist that includes expected behaviors in the classroom (e.g. being safe, responsible and respectful). At the end of each academic period, the student records how she did with following the rules for the period on a scale of 0-2 (0= None of the time, 1=Some of the time, 2=All of the time). After she has recorded for the academic period, the student checks in with the teacher to see if her score each period reflects the teacher’s perception of the class period and makes adjustments to the score if necessary.
As part of a social skills curriculum, a student is learning the steps of having a social exchange and communication with other students in the class. The student has a checklist that he can refer to while having the conversation and serves as a visual reminder for the student. The steps in the checklist might include: 1) Make eye contact 2) Say "hello" 3) Ask a question 4) Wait for an answer 5) Ask a follow up question (same topic) 6) Thank the student 7) Say "Good-bye" At the end of the conversation, a student completes a reflection checklist saying “I remembered to ____” with each of the steps of the conversation outlined in the checklist as well as a yes/no next to each step.
Behavioral Scale
Students can use a [[ | Self-Monitoring Scale ]] to evaluate and track their own performance related to target behaviors. The scale can empower students in implementing their own interventions and can also be used for students to self-reflect and set future goals.

Related Strategies