Students check-in at the beginning of the day, have teachers rate their behavior on a point card throughout the day, and then check-out at the end of the day.
All grade levels. More commonly used in elementary and middle schools.
Students who demonstrate low level disruptions such as talking out, talking back, off-task, or out of seat behaviors. It is generally most effective for students who enjoy positive adult attention. It addresses performance/generalization deficits (i.e., "won't do" problems), but skill-building (i.e., "can't do") is also often incorporated into CICO.
At the beginning of the day, the student checks in with an adult who gives them a point card, engages in positive conversation, makes sure the student is ready to start the day, and pre-corrects problems.
At the end of each class, the student and their teacher have a short conversation about behavior during the class. The teacher also rates the student on their point card.
At the end of the day, the student checks out with the same person they met with to start the day, who offers encouragement and advice. At the same time, the points the student earned are totaled and can be used to purchase from an incentive menu.
If parents are willing and able to be included, point cards are sent home to be signed by parents (and are then brought back the next morning).
Progress monitoring is using a consistent measurement tool repeatedly over time to track changes in a student’s performance.
There are five logistical options for collecting behavior progress monitoring data. It's important to use a tool that matches your intervention.
Use a standard CICO point sheet that aligns with your school-wide expectations. Here's an example.
Graph your point sheet data in eduCLIMBER. You can view it alongside discipline incidents, attendance, and grades.
Regularly review your data and make data-based decisions. If needed, adjust your intervention to improve student progress.
This is a school's CICO point sheet next to their incentive tickets—notice the alignment. Also, printing the point sheets on duplicate paper allows the school to keep one copy for data entry and send one copy home for family communication.
Check-In_Check-Out (Missouri PBIS Workbook).pdfThis helpful chapter from Missouri PBIS provides thorough information and answers common FAQs about CICO implementation.
Maggin, D. M., Zurheide, J., Pickett, K. C., & Baillie, S. J. (2015). A Systematic Evidence Review of the Check-In/Check-Out Program for Reducing Student Challenging Behaviors. Journal of Positive Behavior Interventions, 17(4), 197–208. https://doi.org/10.1177/1098300715573630
