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January 15, 2025
Classroom Scenario
In your classroom, you have noticed that one of your students, Thomas Ball, frequently disrupts the class and has difficulty staying focused. During lessons, Tom often calls out answers without raising his hand, engages in side conversations with classmates, and struggles to complete assignments on time. This behavior not only affects his learning but also distracts other students, making it challenging for them to stay on task. Despite your efforts to redirect him and provide gentle reminders, Tom's behavior continues to be a concern.
Intervention
Based on your observations, it was recommended to implement Check-In Check Out with Tom Ball ...BUT WHAT IS THAT?
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Evidence-based behavioral intervention system
Daily progress monitoring tool
Provides students with frequent feedback
Creates positive adult connections
Typically used for Tier 2 behavioral support
Helps students meet behavioral expectations
CICO works best for students who are struggling with social interactions in the classroom, exhibiting behavioral issues, or are in need of extra motivation.
In reference to the scenario mentioned above, a Check-In Check-Out intervention would look like this:
- Tom would begin each day with a brief check-in session with a designated adult, such as a teacher or counselor. During this time, they would discuss his goals for the day, review previous successes, and identify any potential challenges. This personalized attention helps Tom feel supported and understood.
- At the end of each day, Tom would participate in a check-out session where he reflects on his day, discusses his achievements, and receives feedback on his behavior. This process encourages accountability and provides opportunities for positive reinforcement.
- Implementing CICO for Tom would provide a consistent framework for monitoring his behavior, fostering a sense of responsibility, and enhancing his focus in class. By establishing a routine and building a positive relationship with an adult, Tom is more likely to remain engaged and reduce disruptions, benefiting both his learning and that of his classmates.
Select a Mentor A key part of the plan is assigning a mentor who is responsible for daily CICO implementation. A mentor is the adult who conducts the morning check-in and afternoon check-out. The mentor could be a classroom teacher, counselor, coach, paraprofessional or other staff member. The important thing is that the mentor is someone who the student trusts and feels comfortable meeting with on a regular basis.
Select Tracking Method Using the TISD provided template (or using your own daily progress report), list the defined target behaviors and provide space to rate the students’ behavior at the end of each class period or other specific evaluation period (e.g., beginning and end of day, end of day).
Set Goal Use the TISD Goal Setting Form to collaborate with the student in setting a minimum number of points on the daily check-in sheet that the student must meet in order to earn a selected reward.
Review Plan with Student, Mentor and Parents Meet with the student, mentor, and parent to explain the intervention. Review the TISD CICO Contract to explain how to meet the expected behaviors, demonstrate how the daily progress report will be filled out, and share how the student can earn rewards. Send TISD CICO Parent Letter home to document that the plan was shared with parents.
Begin the CICO Process
Morning Check-In: Each morning, students check in with their mentor upon arriving at school. This meeting aims to review behavioral goals, set daily objectives, and offer encouragement.
Monitoring, Evaluation, and Feedback: Throughout the day, teachers observe students' behaviors. Using the expectations detailed in the student’s daily progress report as a guide, teachers provide regular feedback. In addition to verbal feedback, a “point card” can be used to assign points when students achieve their daily goals.
Check-Out: At the end of the day, students meet with the same adult they started with to review their “point card,” assessing whether daily goals and target behaviors were met. If students meet their goals, mentors provide verbal praise or preestablished reinforcer. If not, mentors offer supportive encouragement. (see resources for reinforcer support)
TISD Check-In Check-Out Goal Setting
TISD Check-In Check-Out Contract
TISD Check-In Check-Out Parent Letter
TISD CICO Daily Check-In (Point Sheet)
Daily Check-In Sheet (Google Sheet-use when paper copy isn't effective)
Successful implementation of CICO does not focus on the student’s behavioral struggles. Instead, it celebrates the student's efforts to meet positive behavioral goals.
Teacher feedback on point sheet should occur at the end of each class period or during natural transitions throughout the day. Sometimes it may be necessary to collect this information electronically. It should still be reviewed with the student as the day goes along, otherwise he or she is not getting the timely feedback that makes this intervention effective.
Standardize point cards across your school. The point card should include school-wide expectations and a scoring system (e.g., a three-point scale).
Use a data system to track and monitor students' progress with this positive behavioral intervention. You can also use the data to determine if a student is ready to "exit" the CICO intervention.
Family participation is a crucial component of the CICO process. Students take their “point card” home with them to share with their caregivers. This allows for an additional opportunity to receive feedback, praise, or support from a parent or guardian. In some schools, teachers ask parents to sign and return the “points card” the next morning.
Not making Progress: Maybe they are not making progress because they lack the skill. Use CICO skill rehearsal cards to build ability in the skill and layer in Precorrections into morning check-in. Also, check the reinforcer. Is this really motivating them? Use the forced-choice survey to get to the bottom of what really motivates the student. Lastly, check what is driving the behaviors. According to research, CICO was less effective or ineffective for students whose problem behavior was maintained by a function other than adult attention (such as escape or sensory).
Student Support Specialists
Sarah Cato - EEA, CPES, WCES, THS, LIFE18
Ami Phillips - GLJHS, TJHS, TMHS, WWJHS, OIS
Jennifer Sewell - DPES, LES, WES, WEST, NIS
Brianne Carbery - CES, CFES, CPJHS, TCES
Rodeliah Elloie - TES, RES, GOES, Connections Academy
Nikki Braddick- TIS
Audra Arnold - STAR
Behavior Specialist- Ami Phillips
Email: amiphillips@tomballisd.net
Phone: (281) 357-3140 x4126
Website: Behavioral Health Website- TISD
Location: Tomball Innovation Center (TIC)