Self-Monitoring Self-Regulation Executive Function Data Sheets Editable

About this resource

The data-collection companion for a self-monitoring, self-regulation strategy, or executive-function goal — separate from tracking a mood or a behavior incident. Not the Emotional Regulation and Coping Skills pack (a mood number and a coping strategy for an emotion-regulation goal), and not an incident count — this one measures whether a student notices and adjusts their OWN task behavior: starting work, staying organized, finishing and turning things in, using a self-monitoring strategy.

This is the clipboard for a teacher, case manager or interventionist tracking one self-monitoring or executive-function goal, as a fillable PDF. Type the roster, the rating scale, and the strategy key once, Save As per student, and pen the daily logs and checklist marks. Every line, box and cell is a type-in field; on a tablet the whole thing can be typed.

WHAT IS INCLUDED — 19 pages, 719 fields

SETUP (5 pages)

• Which Sheet, and What This File Is Not — match the goal's wording to a sheet once; the bottom two rows send a mood or an incident goal elsewhere in the store.
• How the Type-In Fields Work — ninety seconds of reading on what to type and what to pen.
• Self-Monitoring / EF Skill Rating Scale — four levels the team defines for THIS goal, in observable behavior, plus the prompt-level codes used across every log.
• Strategy Key, Task Codes and Status Codes — six self-monitoring strategies from the plan, six task/setting codes, and the status codes for the quarterly summary.
• Caseload Roster — 15 rows: every student, goal area, which log page, and the dates.

DAILY AND WEEKLY LOGS (5 pages)

• Self-Monitoring Strategy Log — 10 rows for every time a self-monitoring strategy from the plan was used, or could have been: who recorded it, whether it was effective, and the outcome in observable words.
• Executive-Function Task-Completion Log — 10 rows: one task per row, whether it was initiated, completed and turned in, and what prompt level it took to start.
• Organization and Materials Checklist — a 7-item weekly grid (Monday through Friday) your team defines before the first check mark.
• Weekly Self-Assessment Rating Log — 10 rows: the student's own rating against the page-5 scale, with an optional adult rating for match checks.
• Metacognitive Reflection Log — four open-ended prompts with blank lines, not a checklist: no scripted answer anywhere in this file.

TRACKING AND REPORTING (4 pages)

• Cumulative Tracker — one goal, 36 observations across three 12-column blocks. The date, setting and rating/count from each log, copied so the trend is on one line.
• Progress Graph — hand-plotted, aim line first. A rating is plotted at ten times its value.
• Session / Observation Notes — two entries per page. What was targeted, the data, how the student responded, what happens next.
• Quarterly Progress Summary — one student, one reporting period; each goal with its baseline, current level from the tracker, a status code, and one sentence for the report.

HOME (1 page)

• Family Note — what was worked on in family words, something that went well, one thing to try at home, and a bottom half for family reply.

EXAMPLE (1 page)

• Five self-assessment weeks and an eight-entry task-completion log for an invented sixth grader (J.K.), filled in. The example shows the status and the next step coming from cells already written, not from how the week felt.

What This Is, And What It Is Not

It is a fillable PDF. Open it in a PDF reader, click a line, a box or a cell, type, press Tab to move on, and Save As once per student. It works offline with no account or subscription. It is NOT a Google Sheets file, a Google Doc, or an Excel workbook; it does not calculate or draw the graph. Prefer paper? Print it blank and pen the whole thing.

It is NOT a behavior plan, not a curriculum, not an assessment, and not a label of any kind. Nothing on any page says a student has attention difficulties or any clinical condition — every rating level, strategy name and skill definition is written in by the team, from the plan and its own judgment. It tracks OBSERVABLE self-monitoring and task behavior only.

It is NOT the same measure as this store's Emotional Regulation and Coping Skills Data Sheets Editable, which tracks a self-report mood number and how a taught coping strategy is used for an emotion-regulation goal. This file tracks a different question: task-monitoring and executive-function behavior, not mood. It is also NOT the ABC / frequency / interval incident log in Behavior Data Collection Sheets Editable. And it is NOT this store's Student Self-Monitoring Checklists and Goal Sheets Editable — that file is the student's own checklist and goal sheet, checked off in the moment; this file is the DATA file a case manager, counselor or interventionist keeps across weeks to see whether the self-monitoring plan is working. All four are named on the chooser page and the back page so a buyer does not mistake one for another.

Who This Is For

Special education teachers, case managers, interventionists, school counselors and school psychologists tracking a self-monitoring, self-regulation-strategy, or executive-function goal for individual students or small groups.

If You Want More

This store also sells Emotional Regulation and Coping Skills Data Sheets Editable (mood tracking and coping-strategy use for an emotion-regulation goal) and Behavior Data Collection Sheets Editable (ABC, frequency, interval and scatterplot for a target behavior incident) — two related but separate measures from this file.