School Check-In Check-Out, often called CICO, is a structured support routine, not simply a behavior scorecard. Its usefulness depends on a clear purpose, a reliable adult relationship and feedback the student can understand and act on.
Agree what the feedback means
Before asking a student to check in and out, explain the goal in observable terms. “Use the agreed help signal before leaving the task” is clearer than “have a good attitude.” Check that the signal works and that the task itself is accessible.
Fit the routine into classroom procedures without displaying individual scores. Discuss who can see the record and how caregivers will receive information. Students should not have to explain private support arrangements to classmates.
Make the meeting a route back to learning
At check-in, preview a manageable goal and available support. During feedback, describe what happened without arguing about the student’s character. At check-out, identify one useful observation and what the adults will adjust next.
Review whether the routine improves participation or merely produces more paperwork and sanctions. CICO should not remove necessary health, communication or learning supports. Repeated difficulty calls for a review of fit and unmet needs, not automatically a stricter score threshold.
Keep the core CICO components, not just a score
A typical school CICO routine includes a morning adult check-in, a daily progress report with a small set of positively stated goals, brief teacher feedback at agreed points, and an end-of-day review. The team also plans positive acknowledgment or reinforcement and an appropriate family communication route.
A point card is not inherently shaming; how it is used matters. Teach what each rating means, keep feedback private and make the goal achievable. Do not turn missed points into public criticism or remove access to basic needs and required accommodations.
Review both student progress and whether adults delivered the agreed support. A school team should decide whether CICO fits the student’s needs and when to adapt, fade or replace it. This overview is not a complete implementation protocol.
Recording regulation progress without personality ratings
Coordinating one plan across the school day
Further reading: ASCA: the school counselor and student mental health
Further reading: Center on PBIS: Tier 2 supports, reinforcement and progress monitoring
Sources and further reading
- What Is PBIS? — Center on PBIS
- Classroom PBIS — Center on PBIS
- The School Counselor and Multitiered System of Supports — ASCA
- Continuously Improve Schoolwide SEL Implementation — CASEL Schoolguide
- Engagement — CAST
