Tier 2 - Check In/Check Out


    What is PBIS Tier 2

    Tier 2 support is provided in addition to Tier 1 support (Universal). Intervention at this level is instruction through the use of research based intervention, programs and instructional strategies, matched to academic and/or behavioral needs of some students. Tier 2 is designed to support students whose may struggle with following our universal expectations.  Tier 2 supports between 5-15% of the student population for whom Tier 1 services alone are not sufficient.  Interventions used may include daily tracking of student performance and additional instruction groups.


    Check-In/ Check-Out (CICO)


    CICO is the initial intervention at the Tier 2 level.  When CICO is implemented, the student checks in briefly with a designated adult who is a member of the school staff each morning and afternoon.  The check-in process lasts no more than two to three minutes.

    The adult begins the student’s day with a positive interaction, providing the student with verbal reminders about what is expected of them.  Each student in the program receives a Daily Progress Report (DPR) that is used to track their behavior throughout the school day according to the expectations.

    The teachers mark each section of the DPR with the student’s level of success at meeting the expectations for every class period.  At the end of the school day, the student goes to their designated adult for check-out.  The adult will provide feedback and encouragement to the student.  The day’s points are added up and a student takes a copy home for a parent/guardian to sign. 







    How does Check-in/Check-out help?

    • Improves student accountability
    • Increases structure
    • Improves student behavior and academics when other interventions have failed
    • Provides feedback and adult support on a daily basis
    • Improves and establishes daily home/school communication and collaboration
    • Improves student organization, motivation, incentive, and reward
    • Helps students to self-monitor and correct
    • Internalizes success and accomplishment of goals
    • Students get involved and excited about the program, enjoying the structure, support, and incentives of the intervention
    • Leads to maintenance free responsible behaviors, habits, and effort



Check In/Check Out Implementation Cycle