Check In/ Check Out

Using CICO...

- Provides a systematic opportunity for connection building
- Establishes a trusting relationship
- Creates a routine for accountability

Implementation

Overview

- Introduce the concept of CICO with adults in the building.
- Selected students are identified as benefiting from checking in and or out with a specific adult on a daily basis.
- This could look like meeting with an adult first thing in the morning to jumpstart their day, meeting at the beginning and end of each day to discuss student selected goals, or meeting at the end of the day to remove transition and act as an incentive.
- During the CICO time, adults may ask questions, give the student a break, look over assignment books, discuss lows and grows, or personalized behavior plan.
- Each student will check in with a selected adult in predetermined area (typically that adult's classroom or office) about events of the day and how they are currently feeling.
- It may require the process to be done verbally or with a reflection sheet.
- The student then returns back to their assigned area. The process should take no longer than 5-10 minutes.

Core Components

- Must be utilized as a connection based strategy
- Student needs ownership in selected mentor
- Consistency is needed for when CICO is completed.
- Typically used as a tier 2 intervention under MTSS Framework

CICO overview

Proactive Implementation

- Establishing a CICO system at the onset of a school year or semester allows for students to proactively receive support through connection

Responsive Implementation

- If a student, group, or class are struggling with connection then CICO may responsively be implemented. This may look like identifying an adult that the student has or could connect with through the use of inventory.

Bucket fits

Connection

If the need is connection then the student should be paired with an adult that has a preestablished relationship with or has similar interests. This should not be an adult that provides demand.

Skills Training

If the need is skill building then during the CICO process targeted skills are either taught, discussed, or practiced with the mentor.

Awareness

If the need is awareness then a reflective tool should be used during the CICO process. This may look like journaling.

Emotional Regulation

If the need is regulation then the student should complete a mood meter or other regulation strategy when in the CICO process. The student may see the mentor on

Considerations & Adaptations

Understanding Adaptations

Consider Factors Prior to Start

- Student factors-

Gender, race, function, topography, family dynamics, interpersonal relationships

- Contextual factors -

Resource availability, classroom instruction, physical space, time, technology

Intensifying or Fading During

- Duration
- Frequency
- Feedback
- Reinforcement
- Goals

REMINDER

- Make a note to document when you're starting this intervention.
- After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.

Resource

Panorama Ed CICO Overview

Vanderbilt CICO Steps

Copy of CICO DPR South Park - Example.docx

Copy of Copy of CICO/Mentor: Helpful Handout

Student Form-CICO

All about me CICO student reflection survey

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