Original PromptGiven a learning environment with distractions (e.g., group work, transitions), a self-monitoring checklist, and a non-verbal prompt (e.g.,a timed vibration, a quiet tap on the desk) Malaki will self-assess his behavior on his self-monitoring checklist at the signal of the non-verbal cue, for 4 out of 5 opportunities, as measured by 2 out of 3 progress monitoring checklists tracking
This resource focuses on a structured approach to help students self-assess their on-task behavior during group work and classroom transitions. The goal is to enable students, specifically Malaki, to identify their level of engagement through non-verbal cues. By the end of the lesson, the aim is for Malaki to successfully assess himself 4 out of 5 times when prompted. The document includes sections for recording cues received, student self-assessment responses (YES or NO), and a teacher data tracking component to monitor Malaki's progress over several trials and dates.