Tier Two at CFMS
Check-In/Check-Out (CICO)
Adapted from Rob Horner, et al
CICO within School-wide PBIS

All specialized interventions are more
effective, and more durable, if they are done
with school-wide behavioral expectations as a
foundation.
SCHOOL-WIDE
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Tertiary Prevention:
Specialized
Individualized
*Systems for Students
with High-Risk Behavior
Secondary Prevention:
Targeted Interventions
*Systems for Students
with At-Risk Behavior
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings

~80% of Students
Major Features of
Targeted Interventions
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Intervention is continuously available
Rapid access to intervention (72 hr)
Very low effort by teachers
Consistent with school-wide expectations
Implemented by all staff/faculty in a school
Home/school linkage
Flexible intervention based on assessment
 Functional Assessment
Adequate resources (admin, team)
 Bi-weekly meeting, plus focus each week on data
Student chooses to participate
Continuous monitoring for decision-making
CICO Flow Chart
Chippewa Falls Middle School - Tier Two Committee Members: Liz Pukrop, Jerim DesJarlais, Mary Baldeshwiler and Caryl Kidd
Tier Two Check-In Check-Out (CICO) Flow Chart
Student with need identified based on at least one of the
following decision making rules:
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Two ODRS for same behavior or three ODRS for any
behavior
Teacher nomination form
Grades
Assistant principal notifies team of decision
If not approved, more Tier One interventions are needed
and this process stops here.
If approved, continue with next steps on flow chart
All completed nomination forms need to go to Liz (Tier Two
Coach) for PST/Tier Two team for approval
Problem Solving Team Meeting determines who the CICO
Manager will be for the identified student
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Student begins Check-In/Check-Out
Registrar sets up CICO in Infinite Campus
Registrar enters data from Daily Progress Report at
least weekly
CICO Manager responsibilities include:
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Tier Two Committee meets bi-weekly to review
progress
Tier Two Committee mails progress letters at
progress report time and end of quarter
Tier Two Team responsibilities include:
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Goal for graduation from CICO is 80% for four
straight weeks
Plan is to get students to self-manage
Estimated time on CICO varies for each student
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Greet student at the beginning and end of the day
Send DPR summary form home with student
Give DPR to Registrar (mailbox or directly)
Attend parent meeting if CICO isn’t effective to help
determine next steps
Mailing home parent introduction letter and
Frequently Asked Questions document to start
intervention
Update the PLP tab
Data and feedback from Problem Solving Teams will
determine whether students: continue, add,
change, or monitor (graduate) CICO
Teacher Nomination Form
Teacher Nomination Form
Student Name: ___________________________________ Grade: _____________
Team/Referral Person: ______________________________ Date: ________________
Does the student have an IEP? (Circle one)
yes
no
What is the foremost concern for the student? (Circle one)
Externalizing Behavior
Internalizing Behavior
Is this student failing classes? (Circle all that apply)
Yes
Academic
No
Science
Social Studies
Math
Reading
English
Other ________________
Check all of the classroom interventions you have tried:
___Pre-teach/re-teach behavior
___Review Matrix
___Pre-teach/re-teach concepts
___Working Lunch (7th & 8th grade)
___Self-removal pass
___Fidget toy, wiggle seat, ball chair
___Use notes on quizzes/tests
___Preferential seating/assigned seat
___Review agenda book organization
___Conference with parent/guardian
___Behavior Contract
___Verbal/visual cue system
___Fix It Plan
___Quiet study carrel/area
___Other_____________________________________________________________
Which strategies have been successful?
Possible cause(s) of behavior:
___Power/Control
___Attention
___Acceptance/Affiliation
___Expression of self
___Protection/Escape/Avoidance/Lack of Skill
___Gratification
___Justice/Revenge
*****Please attach the Middle School RTI Tier I Log and Classroom Behavior Log. Return to Liz Pukrop.
Action taken by PST/Tier II team:
Referred back for more Tier I interventions.
Recommended for CICO, start date: _______
Building the Basic Cycles
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Morning Check-in Routine
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Teach students when, where, how
Check-in Check-Out manager
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Assess – doing okay today? If not, send to counselor…
Reward – with a Cardinal Credit
Set-up – (encourage) or Redirect (let’s do better in …)
Afternoon Check-out Routine
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Teach students when, where, how
Check-in Check-Out manager
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Reward – Cardinal Credit (can be individualized)
Set-up for success, positive momentum
Evaluation – daily points and percentage, summary
form
Daily Progress Report
Chippewa Falls Middle School
Check-In / Check-Out
Daily Progress Report
Name ____________________________________________
0 = multiple reminders
Be Safe
Be Respectful
Date _____________
1 = few reminders
Be Responsible
2 = met expectations
Be Productive
1st
0
1
2
0
1
2
0
1
2
0
1
2
2nd
0
1
2
0
1
2
0
1
2
0
1
2
3rd
0
1
2
0
1
2
0
1
2
0
1
2
4th
0
1
2
0
1
2
0
1
2
0
1
2
5th
0
1
2
0
1
2
0
1
2
0
1
2
6th
0
1
2
0
1
2
0
1
2
0
1
2
7th
0
1
2
0
1
2
0
1
2
0
1
2
8th
0
1
2
0
1
2
0
1
2
0
1
2
9th
0
1
2
0
1
2
0
1
2
0
1
2
10th
0
1
2
0
1
2
0
1
2
0
1
2
Goal: _________% Today: _________%
Grade ______
Total
Initials
Total Points _______ / 80
Teacher Comments
Daily Summary Form
Daily Progress Report Summary
Date ______________
Name: ______________________________
My goal: ___________________%
Today I earned: ______________%
Parent Signature: _____________________
Friday Summary Form
Daily Progress Report Summary
Week of ______________ (Friday)
Name: _________________________________________
My goal is __________%
Date: ______________
Today I earned ______________%
Something I did well this week was: _________________________________________________________________
______________________________________________________________________________________________
Something I may need to work on next week is: _______________________________________________________
______________________________________________________________________________________________
Comments: ____________________________________________________________________________________
______________________________________________________________________________________________
Parent/Guardian Signature: _______________________________________________
Date: _________________
Comments: _____________________________________________________________________________________
Progress Letters from Tier Two
Chippewa Falls Middle School
Date_______________
Student Name______________________________
Grade____________________
Dear _______________________________
As you know, your child has been participating in the Check In/ Check Out
(CICO) program here at the Chippewa Falls Middle School. The purpose of this
letter is to inform you that your child has graduated from the program. You can
see by the enclosed graph of your child’s progress that he/she has met his/her goal
consistently.
At this time, your child no longer needs to participate in Check-In/Check-Out.
However, if the need arises in the future, CICO may be revisited.
If you have any questions about this graph or about our Check In/ Check Out
(CICO) program, please feel free to give me a call at (715)726-2400.
Thank you very much for your continued support.
Sincerely,
CICO Manager
Cc: File - Monitor
Staff Resource Website
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http://cfsd.chipfalls.k12.wi.us/middle/staffres
ources.cfm
Hard copies in each office
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Daily Progress Reports (point sheets)
Daily Summary Forms
Teacher Nomination Forms
Why does CICO work?
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Improved structure
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Student is “set up for success”
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Prompts are provided throughout the day for correct behavior.
System for linking student with at least one positive adult.
Student chooses to participate.
First contact each morning is positive.
“Blow-out” days are pre-empted.
First contact each class period (or activity period) is positive, and
sets up successful behavioral momentum.
Increase in contingent feedback
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Feedback occurs more often.
Feedback is tied to student behavior.
Inappropriate behavior is less likely to be ignored or rewarded.
Why does CICO Work?
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Program can be applied in all school locations
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Elevated reward for appropriate behavior
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For academic-based, escape-maintained problem behavior incorporate
academic support
Linking school and home support
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Adult and peer attention delivered each target period
Adult attention (and Cardinal Credit) delivered at end of day
Linking behavior support and academic support
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Classroom, playground, cafeteria (anywhere there is a supervisor)
Provide format for positive student/parent contact
Program is organized to morph into a self-management
system
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Increased options for making choices
Increased ability to self-monitor performance/progress
Logistics for Setting up a
CICO program
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Faculty and staff commitment
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Is problem behavior a major concern?
Are staff willing to commit 5 min per day?
Is CICO a reasonable option for us?
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More than 5 students need extra support
CICO is designed to work with 10-12% of kids in a school
CICO typically “works” with 67% of students.
CICO does NOT replace need for individualized supports.
Team available
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Team leader
CICO manager (morning, afternoon)
Tier Two Team (meets at least once every two weeks)
Logistics for Setting up a
CICO program
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School-wide PBIS in place
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School-wide expectations defined and taught
Reward system operating
Clear and consistent consequences for problem behavior
Process for identifying a student who may be
appropriate for CICO
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Student is not responding to SWPBIS expectations
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Request for Assistance
Student finds adult attention rewarding
Student is NOT in crisis.
Logistics for Setting up a
CICO program
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CICO Daily Progress Report (DPR)
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Same expectations for all
Common schedule
All staff taught rules for accepting, completing and
returning the DPR.
Home report process
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DPR Summary Form for Monday – Thursday
DPR Summary Form for Friday
Progress letters from Tier Two Committee
Logistics for Setting up a
CICO program
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Trading menu
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Reward for collecting and turning in daily progress
card (Cardinal Credit [CC])
Reward for meeting daily goal (CC)
Exchange system for points earned (CC drawings
each month)
Collecting, summarizing and using data
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Daily updates – at the end of the day
Regular review by problem solving team
Referral to PST for individualized interventions.
28
Building the Basic Cycles
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Trading Menu/ Process
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Reward for collecting and turning in daily
progress report information
Reward for meeting daily goal
Exchange system for points earned?
Plan for the future:
We want self-managers
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Embed self-management strategies as driven by the
data
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Use natural signals for monitoring as much as possible
Self-monitor
Self-record, check for accuracy
Fewer check points during the day
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Maintain AM and PM times for awhile
Manage own CICO account
More on self management in the future…..
Summary
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Targeted interventions
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Highly Efficient, structured support
CICO is one option
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Assess for whom it will work
Enlist whole faculty involvement