Self-monitoring IEP goals: 24 examples and how to collect the data

Self-monitoring means the student watches their own behavior or work and records it. It is the skill that lets other skills last without an adult standing nearby. A student who checks their own work, tallies their own call-outs or rates their own focus is doing the job a teacher used to do for them.

Most self-monitoring goals measure two things. The first is accuracy: does the student's record match an adult's? The second is the target itself: did call-outs drop, did errors get fixed? A goal can name one or both. The Harvard Center on the Developing Child groups this kind of self-control with working memory and flexible thinking as core executive function skills.^[1] The IRIS Center's module on self-regulation treats self-monitoring as one of the core strategies that help students work more independently.^[4]

The 24 goals below have illustrative baselines. The pillar on executive functioning IEP goals shows a work-checking goal and the on-task self-rating appears in on-task behavior IEP goals, so neither is repeated here.

How to choose the right self-monitoring goal

Templates for each are on the self-monitoring goals page.

Monitoring behavior

The student records a behavior at set times or each time it happens. Start by matching the adult; once matching is reliable, the goal can shift to the behavior.

Weak: "The student will monitor their behavior." Measurable: the watch signal goal. It names the cue, what to record and how well the record has to match.

Checking work for errors

Checking goals count errors fixed, not errors avoided. Mark the errors after the student checks, then count how many the student caught.

Weak: "The student will check work before turning it in." Measurable: the editing checklist goal. Checking is invisible. Errors fixed out of errors present is a number.

Tracking progress toward goals

Students who graph their own data see progress that adults usually keep to themselves. These goals put the data sheet in the student's hands.

Weak: "The student will be aware of their progress." Measurable: the graphing goal. "Aware" can't be counted. Points plotted correctly can.

Monitoring understanding and performance

These goals ask the student to judge how well they understand or perform, and then check the judgment against reality.

Weak: "The student will self-advocate when confused." Measurable: the understanding rating goal. It names the cue, the scale and the action that follows a low rating.

Self-monitoring data collection

Self-monitoring data collection has two layers: the student's own record and the adult's check of it. Set it up this way.

1. Define the behavior in one sentence the student understands. "Working means eyes on my paper or the teacher, pencil moving or hand up."
2. Pick the cue. A vibrating watch, a soft tone, the end of each worksheet row. For behavior, every 3 to 5 minutes is common at first.
3. Give the student a simple sheet. A row of boxes to mark yes or no, or a tally card. Tape it to the desk.
4. Score agreement on a sample. The adult rates the same moments on 2 or 3 days a week. Agreement is matching ratings divided by total ratings.
5. Reinforce accuracy, not just good ratings. A student who honestly marks "not working" and matches you is doing the skill.
6. Fade the adult check. Once agreement is at least 80% of ratings for 2 weeks, check once a week. Keep the student's sheet going.

An illustrative week of agreement data for the watch signal goal:

That is 4 of 5 days at 5 of 6 or better, so the goal criterion is met that week. The interval recording data sheet can hold both rows: one for the student, one for the adult. The IEP must say how progress is measured and reported;^[2] graph agreement weekly and review the trend over 6 to 8 weeks.^[3]

Short-term objectives

For the call-out tally goal:

1. With an adult cue at each signal, the student's tally matches the adult's within 2 on 3 of 5 lessons.
2. Without a cue, the tally matches within 1 on 4 of 5 lessons.
3. With an accurate tally in place, call-outs drop to 3 or fewer per lesson for 3 consecutive weeks.

Adapting by grade

Mistakes to avoid

• Grading honesty as failure. If a student marks "not working" and is right, that is accurate monitoring. Praise it.
• Skipping the agreement check. Without it, you can't tell if the student is monitoring or just marking yes.
• Cues too far apart. A 15-minute interval is too long for a student who drifts after 3 minutes.
• No change in the target. Accurate tracking is step one. Write the next goal around the behavior itself.

Run the draft through the goal checker. For a student whose main need is staying engaged, see attention IEP goals. For students who rush and act fast, pair self-monitoring with impulse control IEP goals.

Frequently asked questions

Use it in IEP Atlas

• Self monitoring goals (executive function)
• Free IEP data sheets
• Data sheet in the IEP glossary
• IEP goal checker

Related guides

• Executive functioning IEP goals: examples by skill
• On-task behavior IEP goals
• Attention IEP goals: 16 examples for focus, distraction and listening
• Impulse control IEP goals: 24 examples for waiting, blurting and rushing
• Self-monitoring strategies that work in the classroom
• Task initiation IEP goals
• Organization IEP goals: 20 examples with the data behind them

Sources

1. A Guide to Executive Function, Center on the Developing Child, Harvard University
2. 34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
3. Progress Monitoring: Data & Goal Setting, National Center on Intensive Intervention
4. SOS: Helping Students Become Independent Learners, IRIS Center, Vanderbilt University

Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.