Check-In/Check-Out
Class Size
Individual
Time
5 min per student
Technology
Basic
Domain
Affective
Difficulty
Intermediate
Delivery
Face-to-Face
Overview
Check-In/Check-Out (CICO) pairs a student who needs extra behavioral or emotional support with a trusted adult. They meet briefly at the start and end of each day to set a goal, check on progress, and provide consistent positive attention.
Educational Purpose
Some students arrive at school dysregulated, without a consistent adult connection. CICO provides a predictable, positive adult relationship that helps them start and end the day grounded. It also creates an early warning system for emerging issues.
Educational Psychology Behind It
Research on CICO as a Tier 2 intervention shows it reduces problem behaviors, increases academic engagement, and improves school connection for at-risk students. The simplicity and consistency are the key active ingredients.
Why It Works
Research on CICO as a Tier 2 intervention shows it reduces problem behaviors, increases academic engagement, and improves school connection for at-risk students. The simplicity and consistency are the key active ingredients.
When to Use It
Use for students who need behavioral or emotional support beyond what the whole class receives. Best implemented school-wide with a coordinator. K-12. The adult can be any trusted staff member, not necessarily the classroom teacher.
When NOT to Use It
Avoid using CICO as a punishment or compliance tool. Avoid pairing students with adults they do not trust. Do not skip check-ins, as consistency is the mechanism.
Best Grade Levels
All grades (K-12)
Best Subjects
All subjects
Step-by-Step Classroom Guide
- 1Identify students who need CICO through behavior data or teacher referral.
- 2Match each student with a trusted adult (counselor, librarian, coach, another teacher).
- 3Morning check-in (2-3 min): Student states a goal for the day (e.g., 'I will raise my hand before talking'). Adult provides encouragement.
- 4Teacher provides feedback during the day via a simple tracking sheet (smile, okay, frown for each period).
- 5Afternoon check-out (2-3 min): Review the day. Celebrate successes. Problem-solve challenges. Adult provides positive closing.
- 6Data is reviewed every 2-4 weeks to determine if CICO is working and when to fade it.
Classroom Scenario
Ms. Francisco coordinates CICO for a Grade 5 student, Mark, who has frequent outbursts. His check-in partner is the school librarian, Mr. Reyes. Each morning, Mark visits the library, sets a goal ('Today I will use my words when I am frustrated instead of slamming my book'), and gets a high five. Teachers mark a simple sheet: smile, okay, or frown for each period. At the end of the day, Mark returns to the library. Mr. Reyes reviews the sheet, celebrates the smiles, and problem-solves the frowns. Over six weeks, Mark's outbursts decrease from daily to once a week. The consistent adult relationship and daily goal-setting provide structure that was missing.
Sample Dialogue
Advantages
- Provides a consistent, positive adult connection for at-risk students
- Simple and inexpensive to implement
- Creates an early warning system through daily data
- Improves behavior and engagement measurably
- Can be faded as the student develops self-regulation
Limitations
- Requires a committed adult who is available every day
- Must be school-wide for maximum effectiveness
- Can become routinized without genuine connection
- Not sufficient for students needing Tier 3 intervention
Common Mistakes
- Using CICO as punishment rather than support
- Skipping check-ins, which breaks the consistency
- Not reviewing data to determine effectiveness
- Pairing students with adults they do not trust
Variations & Adaptations
Adjust the depth of sharing, frequency, and group size based on students' comfort levels and trust in the classroom community.
Technology Integration
Enhance with digital tools: use Google Slides for presentations, Jamboard for collaborative brainstorming, or quiz apps like Kahoot for engagement.
Assessment Ideas
Assess through observation of participation, quality of SEL, and formative checks such as exit tickets or quick writes.
Reflection Questions
🤔 What did you learn from this activity?
🤔 What was the most challenging part?
🤔 How could you use this strategy in a different subject?
🤔 What would you do differently next time?
References & Further Reading
- Crone, D. et al. (2004). Response to Intervention. Journal of Positive Behavior Interventions.