Check in-Check out (CICO) is a Tier 2 Intervention for students who are not responding to the strategies used at Tier 1. It is intended to be a positive experience for the student. An adult should be selected based on several factors such as established relationship, availability and effectiveness with the intervention. CICO is more than visiting. It requires the adult to delicately handle both acknowledging successes and providing feedback on growth points while still maintaining a positive, supportive regard.


  • When the student arrives at school, s/he should check in with the identified adult (person, place and time should be noted on the FBA/BIP. This first check-in of the day should accomplish greeting the student enthusiastically and encourage him/her to have a great day, collecting the form from the day before that the parent/guardian has signed (if applicable) and setting the student up for success by giving him/her a new form for the day, making sure s/he has or has access to all the materials needed for the day (e.g., pencil, paper, books, etc.) and the tone is set for a positive day.
  • If in the course of checking in the adult uncovers potential problems such as the student not having a book or a chaotic morning at home, then the check-in person should make the teacher(s) aware of the situation and attempt to alleviate the problem. For example, the student is missing a book. To prevent a power struggle or a need for the student to “save face” later in the day, the Check In adult notifies the teacher and suggests that the student is loaned a book for the day. When a student is on a behavior plan, for example, explosive anger, then it is important that we eliminate potential problems rather than fuel them.
  • CICO can be differentiated depending on the needs of the student. Some may just need an am/pm and others may need it for each transition throughout the day. In this case, the student is to “check-in” with the teacher as s/he comes into the classroom/the transition to a new subject occurs. This is to set the student up for success with that teacher/during that subject/at that time of day.
  • Either at the end of each class/subject or the day, the student is to “check-out” with a teacher. During the Check-out process, the teacher is to inquire and discuss any points of praise an concern. Discussion of points of concern should be done with a positive, non-judgmental tone emphasizing how the student can grow from that experience. Check-out is not the time for discipline or harsh lectures. *If the CICO intervention is paired with a daily progress report, then the teacher will mark on the Daily Progress Report an indication of how the student performed.

Example Resources:
CICO Documentation