Check In/Check Out

Behavior Report Card Conferences, Check and Connect

Check-in/Check-out (CI/CO) is an intervention that includes two daily conferences between a student and adult mentor (e.g., teacher, counselor, etc.). At the beginning of the day or class period, the student “checks in” with a mentor to set academic or behavioral goals and discuss strategies for meeting those goals. During the school day, the student tracks their progress using a daily tracking sheet that incorporates teacher feedback. The student meets again with their mentor later in the day for a “check out” conference. During this meeting, the student and mentor review the progress tracking sheet and celebrate and reflect on the student’s progress. CI/CO conferences increase student motivation and foster positive relationships in school.

Implementation Tips

Progress Monitoring
Daily CI/CO should be monitored with fidelity to ensure interventions are meaningful for the student. Data from daily progress tracking sheets can be used to and determine need for changes and effectiveness of the plan.
Daily Tracking Sheets
Progress tracking sheets can be based off of a school wide behavioral model (e.g., Be Safe, Be Respectful, Be Responsible) or tailored to a specific student. The progress sheet should not contain more than five behaviors that are positively stated (e.g., I came to class prepared, I kept my hands to myself, etc.). The sheets should be student-friendly (e.g., circling scores instead of narrative) and have narrow score ranges. There should also be a section for a parent/guardian’s signature and for recording comments on successes reached. Intervention Central’s [[| Behavior Rating Scales Report Card Maker]] is a great tool for creating daily tracking sheets.
Conference with the student to determine rewards or other reinforcers that will help motivate them to reach their goals. Develop a point system to go along with the daily progress sheet that allows students to work towards small daily rewards and larger weekly rewards. For some students, you might even consider developing more meaningful monthly incentives if weekly goals are met.
Selecting Students for CI/CO Intervention
CI/CO intervention is most beneficial for students who respond well to adult attention and have been unsuccessful with other behavioral or academic interventions. It can be particularly effective for addressing behavior and academic challenges that occur across multiple settings such as organization issues, refusal to complete tasks, and disruptive behaviors.
Positive Adult Interactions
Positive adult interactions are critical to the effectiveness of the CI/CO intervention. Meetings between the student and their mentor should be brief and positive. The daily progress tracking sheet also allows the student to obtain frequent feedback from their teachers throughout the day and provides additional opportunities for positive adult interactions.
Mentor Responsibilities
Mentors for students involved in CI/CO interventions can include any adult within the school community that the student can build a relationship with (e.g., counselor, janitor, parent volunteer, teacher, etc.). The mentor is responsible for guiding the student through the CI/CO process. They check students in and out daily and provide positive supports/reinforcers and opportunities for students to practice strategies. Mentors are also responsible for communicating with teachers and families about the student’s progress.
Family Involvement
Continuous communication with parents/guardians is an important aspect of this intervention. Daily progress sheets can be taken home for signatures and regular progress updates (weekly or monthly) should also be sent home to reinforce continued home-school collaboration.
School-wide Intervention
CI/CO can also be used as a school-wide intervention. This allows school staff to collaborate around designing interventions and develop consistent approaches to tracking and reviewing data.
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CI/CO can be used with students who have low level behavioral issues across multiple settings (e.g., disrupting class, talking back, etc.). The student and mentor meet at the beginning of the day to review goals, and discuss possible strategies and rewards for meeting specified targets. As the student continues the day, he/she reflects using a daily progress sheet that is signed off by each teacher seen. At the end of the day the student and mentor reflect on progress towards goals, discuss what strategies worked, and develop new strategies if needed. Daily rewards/reinforcers are also given at this time if goals were met. The student also takes the daily progress sheet home to be signed by their guardian and returns it to their mentor the next day.
CI/CO conferences can be used to support students in building effective routines to improve their academic performance. For instance, if a student struggles with being prepared for class, during the morning conference the mentor can check to see if the student has the materials he/she needs for the day and provide the student with any missing supplies. As the student progresses through the day, he/she checks in and out with each teacher, who marks on the progress sheet to show whether the student was prepared for class. At the end of the day, the student and mentor can determine what materials the student will need to take home to complete assignments and discuss strategies to help the student remember to bring what they need for the next day.
Teachers can use CI/CO conferences and daily tracking forms to help students monitor their progress throughout the day and make adjustments to their behavior as needed. For example, an elementary student who struggles with keeping their hands to themselves can be given a daily tracking form where they self-assess their behavior in this area during different parts of the day (e.g., circle time, snack time, recess, etc.). At the end of the day, the mentor can help the student reflect on their progress and provide reinforcers for achieved goals.

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