Check in/check out

Using CICO...

- Allows a student who needs a more regimented routine an individual to help them with goals, consistency, & accountability.
- Builds relationship with adult
- Gives students feedback and mentorship

Implementation

Overview

- A check in/check out procedure can be either informal or formalized.
- The frequency can be as much or as little as needed.
- An educator will first meet with the student and discuss the reason to start a check in/check out procedure.
- Reasons may include
  1. 1. Ease mind of student for frequent questions
    2. Build relationship
    3. Prepare for changes in schedule
    4. Opportunity to listen
The check in/check out should be implemented during natural transitions or opportunities for 1:1 conversation
This may include a set agenda such as processing or think sheets, drawing, or pure conversation.
This gives an opportunity proactive response prior to student confusion or escalation.
Check in first thing in the morning to discuss transportation or home. (Homework, personal context, etc.)
Check out to record glows and grows for the day (can combine with parent log)

Core Components

- Check in & out sessions with selected mentor
- 3-5 behavioral expectations
- Daily goal of 80%
- Goal sheet carried throughout day
- Teacher feedback provided after class
- Reinforcement for meeting goal (reward/incentive)
- Home school communication

Proactive Implementation

- Proactively using CICO requires the set up of the program for a specific student, group, or class. The CICO procedure may consist of a morning check in, afternoon check out, both, or a specific time oriented check in within the day. The student may have this established from the start of a class to provide support based on historical data.

Responsive Implementation

- CICO may be implemented responsively if the student has struggled with a system and requires growth in one of buckets. The trends and patterns of the need can be identified to institue the appropriate programming for the student.

Bucket Fits

Connection

If the need is connection then the selection of an adult that can identify and share common interests with the student should be the priority. This relationship is key.

Skills Training

If the need is skill building then when the student is completing their CICO time they may work with their mentor on a specific/targeted skill.

Awareness

If the need is awareness then the CICO time may include reflection and combination on a behavior monitoring chart. The student may self review their day for specific patterns and points within the day.

Emotional Regulation

If the need is regulation then the student may complete a break or be given the opportunity to meet with their CICO mentor as needed based on escaltion.

Considerations & Adaptations

Understanding Adaptations

Consider Factors Prior to Start

Intensifying or Fading During

- Student factors-

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

- Contextual factors -

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

- 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

Check & Connect

Check In_Check Out and the Dynamic Effects on Students at Claysville Elementary School!!.pdf

Page updated

Report abuse