Check In Check Out

Laurie Yogi
October 3, 2019
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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:

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

Components

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

Feedback

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!

Research

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