[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-243076-105":53,"doc-detail-243076-en":131},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":124,"head_meta":126,"extra_data":128,"updated_unix":130},105,"en","check-incheck-out-cico-eight-key-elements-and-program-logistics","Check-In/Check-Out (CICO) - Eight Key Elements and Program Logistics","","Check-In/Check-Out (CICO) is an evidence-based school intervention in which a student checks in and out daily with a trusted adult to receive reinforcement for meeting goals and expectations. CICO targets mild problem behaviors that persist across the day or multiple settings and are maintained by adult attention. The approach requires fidelity, including clear program logistics, designated coordinators and mentors, daily schedules, standardized Daily Progress Reports, and a structured reinforcement and data-management system to evaluate outcomes and guide data-based decisions.",{"@graph":63,"@context":123},[64,80,102],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/check-incheck-out-cico-eight-key-elements-and-program-logistics/243076/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/check-incheck-out-cico-eight-key-elements-and-program-logistics/243076.png","ImageObject",442,249,{"name":88,"@type":89},"Theodora","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-19","2026-09-12",true,{"@type":98,"interactionType":99,"userInteractionCount":101},"InteractionCounter",{"@type":100},"ViewAction",9,{"@type":103,"mainEntity":104},"FAQPage",[105,111,115,119],{"name":106,"@type":107,"acceptedAnswer":108},"What behaviors are CICO appropriate for?","Question",{"text":109,"@type":110},"CICO fits problem behavior that is unresponsive to Tier I support, occurs throughout the day or across multiple settings, is considered mild acting-out, and is maintained by adult attention.","Answer",{"name":112,"@type":107,"acceptedAnswer":113},"Who leads CICO implementation in a school?",{"text":114,"@type":110},"A designated CICO Coordinator manages the intervention across the school, reviews student data and teacher requests, assigns students to a CICO Mentor, and monitors progress and reporting to the problem-solving team.",{"name":116,"@type":107,"acceptedAnswer":117},"What is included in a Daily Progress Report (DPR)?",{"text":118,"@type":110},"The DPR is a standardized point card with positively stated goals aligned to schoolwide behavioral expectations. Teachers rate behavior during scheduled intervals using a 3-point scale and provide behavioral feedback; ratings are summed to determine whether goals were met.",{"name":120,"@type":107,"acceptedAnswer":121},"How do schools use data to decide next steps for CICO?",{"text":122,"@type":110},"Teams establish data decision rules at least monthly and monitor trends using collected DPR data. A positive response is an increasing or stable trend at or above the goal line, while a poor response is a decreasing or stable trend below the goal line.","https://schema.org",{"og:url":78,"og:type":125,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":127,"canonical":78},"index,follow",{"doc_id":129,"site_id":56},243076,1791415187,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":88,"user_avatar":134,"doc_module":9,"category_id":8,"category_name":11,"doc_title":59,"doc_description":61,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":101,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":140,"language":141,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":61,"update_tm":145,"read_time":73},687197207919,"https://ap-avatar.wpscdn.com/avatar/a000253d6f5f7c60be?x-image-process=image/resize,m_fixed,w_180,h_180&k=1779446848396160552","Spring 2024  \nCheck-In/Check-Out (CICO):An Intervention for SchoolsImplementing RTI2 -B  \n# What is Check-In/Check Out? \n\nCheck-In/Check-Out (CICO) is anevidence-based intervention wherea student checks in and out dailywith a trusted adult who providesthe student reinforcement formeeting goals and expectations.CICO can help decrease problembehaviors and office disciplinereferrals.1,2 Additionally, school staffcan implement the intervention withfidelity.  \nCICO is appropriate for problembehavior that is 1) unresponsiveto Tier I support, 2) occurringthroughout the day/multiple settings,3) considered mild acting-out, and 4)maintained by adult attention. CICOis inappropriate for problem behaviorthat 1) requires more intensiveindividualized support, 2) occursduring one class or only unstructuredsettings, 3) is considered serious orviolent, and 4) is maintained by taskavoidance.  \n# Key Elements ofCICO\n\nEight key elements are critical toestablishing and implementing aneffective CICO intervention.  \n## 1. Program Logistics\n\nEach problem-solving teamshould identify one CICOCoordinator to manage the  \nintervention throughout theschool. With the help of theproblem-solving team, theCICO Coordinator reviewsstudent data and teacherrequest for assistance formsto identify which students areappropriate for CICO. Oncestudents are identified, theCICO Coordinator assignsthem to a preferred adult—called their CICO Mentor—andexplains the program to thestudent, his or her family, andhis or her teachers.  \nEach day, the student meetswith the CICO Mentor fora morning check-in andafternoon check-out. Eachcheck-in and check-out lastsbetween 2-4 minutes. Duringthe check-in meetings, thestudent receives a DailyProgress Report (DPR) . TheCICO Mentor then reviews thegoals for the day and has abrief conversation about howthings are going, what maybe difficult for the day, andpotential strategies for havinga successful day. At the end ofthe day check-out meeting, theCICO Mentor helps the studentadd up the daily points and fillsout a Home CommunicationForm.  \nThe CICO Mentor is  \nresponsible for entering thestudent’s CICO data into adata collection system. TheCICO Coordinator monitorsthe data and shares studentprogress with the caregiver.The CICO Coordinator reportsCICO data to the problem -solving team and assists inreviewing student referrals,assigning students to CICO,evaluating student progress,and making changes to theplan, as necessary.  \nSchools can use a pre-madeExcel sheet for progressmonitoring. The spreadsheetautomatically generates andupdates a graph of studentprogress. Trend lines canhelp teams identify positive,questionable, or poorresponses to the program.  \nData decision rules should beestablished at least monthlyfor the team to determine ifsupports should be intensifiedor faded.  \n## 2. Daily Progress Reports (DPRs)\n\nThe Daily Progress Report isa standardized point card tomonitor student response toCICO. It includes positivelystated goals that are consistentwith schoolwide behavioralexpectations. The DPR is  \n1  \nCheck-In/ Check-Out  \norganized into a series ofscheduled intervals throughoutthe school day. For eachinterval, teachers rate studentbehavior using a 3-pointscale indicating how well thestudent achieved their goalsand provide specific behavioralfeedback. At the end of theday, ratings are summed todetermine whether the studentmet their goal.  \n## 3. Reinforcement System\n\nStudents who qualify forCICO typically need frequentreinforcement and feedbackto get back on track. Becausethis intervention is designedfor students who engage inproblem behavior to receiveattention, preferred adultinteraction should be themost powerful component ofCICO. Additional reinforcerscan be provided for checkingin, checking out, and meetingdaily and/or weekly goals. Theinitial daily point goal comesfrom 3-5 days of baselinedata collected before theintervention begins.  \nThis will help the studentand CICO Mentor set anachievable goal and, together,fill out a g","cbCaitz8KJc5423d","https://ap.wps.com/l/cbCaitz8KJc5423d","pdf",7398267,6,"English","# What is Check-In/Check Out?\n# Key Elements of CICO\n## 1. Program Logistics\n## 2. Daily Progress Reports (DPRs)\n## 3. Reinforcement System\n## 4. Identifying Students\n## 5. Data Management\n## 6. Evaluate Intervention\n# Eight Key Elements","[{\"question\":\"What behaviors are CICO appropriate for?\",\"answer\":\"CICO fits problem behavior that is unresponsive to Tier I support, occurs throughout the day or across multiple settings, is considered mild acting-out, and is maintained by adult attention.\"},{\"question\":\"Who leads CICO implementation in a school?\",\"answer\":\"A designated CICO Coordinator manages the intervention across the school, reviews student data and teacher requests, assigns students to a CICO Mentor, and monitors progress and reporting to the problem-solving team.\"},{\"question\":\"What is included in a Daily Progress Report (DPR)?\",\"answer\":\"The DPR is a standardized point card with positively stated goals aligned to schoolwide behavioral expectations. Teachers rate behavior during scheduled intervals using a 3-point scale and provide behavioral feedback; ratings are summed to determine whether goals were met.\"},{\"question\":\"How do schools use data to decide next steps for CICO?\",\"answer\":\"Teams establish data decision rules at least monthly and monitor trends using collected DPR data. A positive response is an increasing or stable trend at or above the goal line, while a poor response is a decreasing or stable trend below the goal line.\"}]","Check-In/Check-Out (CICO) - Eight Key Elements and Program Logistics | PDF",1789199550]