Why should I do it?

• Improves student accountability.

• Increases structure.

• Improves student behavior and academics when other interventions have failed.

• Provides feedback and adult support on a daily basis.

• Improves and establishes daily home/school communication and collaboration.

• Improves student organization, motivation, incentive, and reward.

• Helps students to self-monitor and correct.

• Internalizes success and accomplishment of goals.

• Students get involved and excited about the program, enjoying the structure, support, and incentives of the intervention.

• Leads to maintenance free responsible behaviors, habits, and effort.

When should I do it?

• When a student has failed to respond to other interventions and general class management techniques and interventions.

• When a student is completing little to no work.

• When a student is not participating, being involved, or taking part in the learning process.

• When a student has emotional issues, like anxiety, frustration, etc.

• When a student has attention, focus, and impulsivity issues.

• When a student has very poor organization.

• When a student is exhibiting behavioral problems.

• When a student demonstrates low motivation and effort.

How do I do it?

CICO has slight variations from program to program and school to school, but generalized and at its core, this is how to do CICO:

• A student checks in with a specific adult at the start of the school day (each school site has assigned individuals to check-in with students). The adult gives the student a point sheet that lists the goals the student is working on. The adult speaks briefly with the student, reminding them what they need to focus on or any other things to help the student work towards their goals. The idea is to encourage the student and not say negative comments or blame.

• The student goes through their day with the point sheet, working on their goals and having each teacher check how well they did on each goal on their sheet. 

• At the end of the day, the student checks out with the same adult they checked in with. The adult briefly talks with the student, asking them how they feel they did, what they did well on, and what they need to work on. The idea is to encourage the student and not make negative blaming statements.

• The students then takes their point sheet home to show and discuss with their parent.

• The parent signs and discusses the point sheet, what the student did well and what they need to work on. The idea is for the parent to encourage the student and not say negative or blaming comments.

• The student returns the next morning to hand in their sheet. The adult along with the student enter their daily points into a point tracker, and the student receives a new sheet from their CICO adult, starting the process over. 

The Tier II Team decides what the overall average point goal is for each week (e.g., 80% of the points each week). The weekly average point goals may be used along with a reward system where the student receives a reward at the end of the week for obtaining their weekly average point level.  Depending on the student, you may need to start rewards for reaching the point goal on a daily basis and work up to a week, so instead of reaching 80% of their points for a week, they only need to reach 80% of their daily points for a reward.

Check In Check Out Teacher Information

1. The CICO program consists of the following components:

1. Morning “check in” with______ in Room _______.

2. Teacher feedback 3-5 times each day

3. Afternoon “check out” with ________________in Room____

4. Daily home report

2. Each morning, the student will walk directly to Room ______to check in.  The student will receive his/her daily point card.  In addition, the daily home report will be turned in.  If the student comes to class before checking in, please provide a reminder to go to Room ____.

3. During the day, you will provide feedback to the student in the form of points.  A “3” indicates great job, a “2” indicates okay, and a “1” indicates a hard time.  Please mark the student’s card at the appropriate time, and provide specific verbal feedback about the rating.  

4. At the end of the day, the student will walk to Room ____to check out.  There are several students who need to check out, so please send the student down at the appropriate time.  The student will then turn in the card, points will be recorded, and the home report will be completed.

5. Data will be graphed on a regular basis.  Copies of the student’s graph will be placed in your mailbox.  Please contact _____if it appears that the program is not working, or if you have other concerns.  Thank you for your efforts.

Typical Problems and Solutions

1. The student forgets to “check in”

This is very common, especially for younger students.  If the student arrives, and forgets to check in, send he/she to Program Coordinator.  It is important that the student checks in.  If the problem becomes consistent (2-3 days per week), contact Program Coordinator to come up with a plan.

2. The student loses the card

Pick a place in the classroom to keep the card.  You may also tape the card to the student’s desk. Provide verbal reminders to the student to “remember your card.”  Do not allow the student to carry the card to lunch or recess unless it is necessary.  Start a new card (in your package).

3. The student “loses” the card if they are having a bad day

If the student says that the card is lost after having a bad day, begin to use a new card.  If you remember the ratings that you previously gave, record on the new card.  Keep the card with you for the rest of the day, but still briefly meet with the student to provide the ratings and feedback.

4. The student arrives late to school

Begin a card (from the packet) and start when the student arrived.  When the student arrives, explain that you will start the card, and that they may turn in the home report during check out.

5. The student becomes angry and throws the card or rips it up

Discontinue the card for the day.  Explain that having the card is a special privilege, and they must not destroy it.  The student should still check out at the end of the day if possible.