Clarification:

Self-monitoring requires students to be active in their own learning with the responsibility for assessing and evaluating actions and behaviors against the expectations. This is a critical life skill which will benefit students in the long term. Students who are expected to measure and act on modifying their actions through self-correction will target new actions in the desired direction. Students need to be taught how to self-monitor their academic and social-emotional behaviors. They must first know the expectations as described in the first two descriptors of this dimension and why these expectations are important. The self-monitoring strategies must be used consistently and overtly when introduced in order for students to internalize how to use this strategy in other contexts. Teachers can incorporate various types of self-monitoring tools and resources, e.g., rubrics, checklists, rating scales, frequency counts, etc.

Considerations for self-monitoring include the following:

1. Define the behavior or expectation to self-monitor.
2. Identify a method for self-monitoring and how the data will be
3. Communicate the self-monitoring schedule, e.g., daily at the end of class, etc., and whether it will be teacher cued or the student's responsibility to self-assess.
4. Identify reinforcement, rewards, validation, and feedback loop (teacher and/or peer) options to provide the student with external data about progress.
5. Determine how periodic checks will be established and communicated at both the teacher and individual student levels. This may include random spot checks by the
6. As learning outcomes are met, establish new expectations as a cycle of continuous improvement and refinement.