Check In Check Out

Check in check out - writing in notebook

Check In Check Out is a Tier II intervention strategy within MTSS. It is used as an individualized monitoring system that provides frequent adult contact, reminders to the student of the expectations, and individual feedback.

CICO has been found to increase student engagement and decrease problem behaviors.

The Basic Daily Cycle of CICO

There are a few variations of CICO, but basically, the cycle consists of:

  1. Brief morning check in with an adult on campus (student receives their CICO sheet/card)
  2. Student gives form to teacher prior to each period, who awards points based on progress toward predetermined goals
  3. End of day check out (with same adult)
  4. Points talled and reward/incentive provided (if 80% goal is met)
  5. Copy of CICO progress form taken home and signed
  6. Return signed copy the next morning

Features of CICO

  • Efficient
  • Includes home-school communication
  • Direct link to school-wide behavioral goals and expectations
  • Cost-Effective
  • Positive adult contact
  • Built-in system for monitoring student progress
  • Quick to start
  • Embedded social skills training
  • Positive reinforcement contingent on meeting goals


CICO Out Facilitator

  • Any adult in school (teacher, admin, custodian, librarian, etc.)
  • No specialized training required

    • be consistently available for the student at preset times
    • attempt to build a relationship with the student
    • understand process/be willing to help reinforce positives
    • reports data to team at regular intervals


  • Teachers provide specific feedback to student provided on a point sheet/card
  • Point sheet is set up to not require much staff time to add points/comments
  • Points might be used to “purchase” tangible reinforcers or privileges that the student finds motivating

Location and Process

  • CICO should occur in a convenient, quiet setting
  • A.M. check ins: before or during first few minutes of the school day
  • During the P.M. check outs, coordinator may discuss reviewing strengths/weaknesses of the day, as noted on the CICO sheet (asking if student has homework, providing the daily incentive, reminding student to have their sheet signed by parent, etc.) ding the student to have their sheet signed by a parent 

Example Dialogue

A.M. Check In

  • Holly arrives at school, goes to class and then to CICO in Mrs. Hee’s office
  • Holly receives a copy of her CICO sheet for the day
  • Every goal is reviewed each morning, with a reminder that the aim is to achieve 80%
  • Daily questions about the goal: Are these reasonable? Can you do it?
  • Questions vary per student, based on individual judgement (Did you get enough sleep? Are you ready for a good day or do you still need a little time?)
  • Okay! Off you go with “high 5s”, smiles, etc., and an “I can do it” attitude!

P.M. Check Out

  • Holly leaves class and reports to Mrs. Hee’s office
  • Mrs. Hee guides her to calculate her own percentage for the day
  • Once the percentage is determined, they discuss and celebrate successes
  • If her score is 80% or better, Holly picks a _____ (sticker, pencil, snack, lunch fast pass, etc.)
  • If Holly has 80% daily for a week, she chooses from her reward list
    • Questions vary per student, based on individual judgement:
        • How did your day go?
        • Any frustrations today?
        • What are your plans for the rest of the day?
        • Do you have your homework assignment and materials?


    • Okay! Off you go with “high 5s”, smiles, etc. and an “I can do it” attitude!


In recent students CICO resulted in statistically significant differences in teacher ratings and office discipline referrals from baseline to treatment.

Leave a Reply

Your email address will not be published. Required fields are marked *