Check-in/check-out for students with IEPs
By the IEP Atlas editorial teamLast updated
Short answer
To run check-in/check-out for a student with an IEP, match the point card to the IEP behavior goals, have the student check in each morning with one mentor, score short periods through the day, check out in the afternoon, and send the card home. Graph the daily percent of points, set decision rules for fading, and write the routine into the IEP so it continues.
Check-in/check-out (CICO) is one of the most common Tier 2 behavior supports. A student starts the day with a short check-in with a mentor, carries a point card through the day, gets brief feedback from each teacher, and checks out before going home. It works best for students whose behavior is maintained by adult attention, because the routine builds in many short positive contacts.
For a student with an IEP, CICO needs a few changes. The card should track the same skills as the IEP goals, the data should be usable for progress reports, and the routine should be written into the IEP. This guide covers those steps. For how CICO fits in the tiers, see PBIS tiers and the IEP; for the larger behavior process, see the FBA and BIP guide.
What you need before you start
- The student's IEP goals and, if one exists, the FBA hypothesis.
- One mentor who is available every morning and afternoon. A counselor, para or specials teacher often works.
- A point card for each day, and a folder or clipboard.
- A graph or spreadsheet for daily percent of points.
- A short home note or a space on the card for a parent signature.
Check the function first. CICO fits attention-maintained behavior well. If the FBA shows escape from hard tasks, CICO alone may not help, and the plan needs academic supports or break options too. The glossary entry on check-in/check-out gives the basic definition.
Step by step
Step 1: Write 3 expectations that match the IEP
Use the schoolwide expectations as headings, then write each one as the student's specific skill. If the IEP goal is about raising a hand instead of calling out, one row on the card should be exactly that.
Example rows for a 5th grader: "Be safe: keep hands and feet to self." "Be respectful: raise hand and wait to be called." "Be ready: start work within 2 minutes."
Step 2: Build the point card
Split the day into 5 to 7 periods. Each teacher scores each expectation 0, 1 or 2 at the end of the period. Keep it short, so a teacher can score it in 15 seconds.
| Expectation | Reading | Math | Specials | Science | Writing |
|---|---|---|---|---|---|
| Hands and feet to self | 2 | 2 | 2 | 1 | 2 |
| Raise hand and wait | 1 | 2 | 2 | 1 | 1 |
| Start work within 2 minutes | 1 | 2 | n/a | 2 | 0 |
Scoring key: 2 = met all period, 1 = met with one reminder, 0 = not met after reminders. Use "n/a" when an expectation does not apply, and leave those cells out of the total.
Step 3: Run the morning check-in
The mentor greets the student, checks they have materials, reviews the day's goal (for example, 80% of points), and gives a quick word of encouragement. Two to three minutes is enough. If the student misses check-in, the mentor finds them before first period.
Step 4: Score and give feedback each period
At the end of each period, the teacher scores the card and says one sentence of feedback: "You raised your hand 3 times in math, nice work." Keep corrections short and calm. The feedback is the intervention; the numbers are just the record.
Step 5: Check out and send home
In the afternoon, the mentor totals the points, praises effort, and records the percent. If the student met the goal, they earn the agreed reward, such as 5 minutes of a chosen activity. The card goes home for a parent signature and comes back the next morning.
Step 6: Graph and use decision rules
Graph the daily percent. Set decision rules in advance, and write them down.
| Data pattern | Decision |
|---|---|
| At or above goal on most days for 4 to 6 weeks | Begin fading: student self-scores, then fewer checks |
| Below goal on most days after 4 weeks | Check fidelity, then adjust the card or reward |
| Below goal after changes, or behavior is unsafe | Refer for FBA or review the BIP |
Step 7: Write it into the IEP
List CICO under supplementary aids and services or the behavior plan, with who runs it and how often. Then the routine continues when a mentor leaves or the schedule changes. Keep the IEP goal about the skill itself, not about "80% of CICO points," because points mix several behaviors and depend on teacher judgment.
Worked example: Aiden, grade 5, 8 weeks
The student and numbers are fictional. Aiden has an IEP for other health impairment (ADHD). His FBA found that calling out and leaving his seat are maintained by adult attention. Baseline: a median of 14 call-outs per day across 5 periods, counted by his teachers over 5 days.
IEP goal: "During whole-class instruction, Aiden will raise his hand and wait to be called on, reducing call-outs to 4 or fewer per day across 4 consecutive weeks, measured by daily frequency count."
CICO setup. 3 expectations, 5 periods, 2 points each, so 30 points possible (or fewer when a cell is n/a). Daily goal: 80% of possible points. Mentor: the school counselor.
| Week | Mean percent of points | Days at goal (of 5) | Median call-outs per day |
|---|---|---|---|
| 1 | 58% | 0 | 13 |
| 2 | 66% | 1 | 11 |
| 3 | 71% | 2 | 9 |
| 4 | 74% | 2 | 8 |
| 5 | 83% | 4 | 6 |
| 6 | 85% | 4 | 5 |
| 7 | 87% | 5 | 4 |
| 8 | 88% | 4 | 4 |
At week 4, Aiden was still below goal on most days. The team checked fidelity and found the writing teacher was scoring every period at 2:45 instead of after each one, so the feedback was missing. Once she scored each period, points and call-outs both improved. By week 8 he had met the point goal on 17 of 20 days in weeks 5 to 8, and call-outs were at the goal level for 2 weeks. The team planned self-scoring for weeks 9 and 10.
The call-out count went into the progress report; the points stayed as supporting data. That keeps the IEP progress tied to one clear measure. The frequency data sheet works for the count, and progress monitoring for behavior goals covers graphing.
Common mistakes
Card does not match the IEP. Weak: rows say "Be good," "Follow directions," "Work hard." Better: rows name the IEP skills, such as "Raise hand and wait to be called."
The goal is the point percentage. Weak: "Aiden will earn 80% of his CICO points." Better: "Aiden will reduce call-outs to 4 or fewer per day," with CICO listed as the support.
Scoring everything after the last bell. Weak: one teacher fills in all periods at 2:45. Better: score each period and give one sentence of feedback right then.
Using CICO for escape-maintained behavior alone. Weak: a student who leaves class to avoid hard reading gets a point card and nothing else. Better: add shorter tasks, a break card and reading instruction, and keep CICO as one piece.
Losing points as punishment. Weak: the student loses points from earlier periods for a later incident. Better: each period is scored on its own, so a hard morning does not ruin the afternoon.
Templates and tools
- The behavior IEP goals hub and classroom expectations goals have goal wording that matches CICO rows.
- The behavior IEP goal examples show goals with data methods.
- For a full behavior plan built on CICO data, see the BIP examples by function.
- Paste the finished goal into the goal checker to catch vague parts.
The Center on PBIS describes check-in/check-out as a Tier 2 intervention and offers planning resources.[1] The IEP must describe how progress on each goal will be measured, which is why the goal should name a clear measure rather than a points total.[2]
Frequently asked questions
Can check-in/check-out be written into an IEP?
Yes. Many teams list it under supplementary aids and services or as part of the behavior plan, naming who runs it and how often. Writing it in keeps the routine going when staff or schedules change.
What percent of points should be the daily goal?
Many schools use 80% of possible points, but set it from the student's baseline. If the student starts at 50%, a first goal of 65% to 70% may be more reachable, then raise it as the student succeeds.
Who should be the check-in/check-out mentor?
Someone the student likes who is reliably available each morning and afternoon, such as a counselor, para or specials teacher. Consistency matters more than the role. Name a backup for days the mentor is out.
Use it in IEP Atlas
- Check-in/check-out in the IEP glossary
- Behavior IEP goals
- Classroom expectations goals
- Frequency data sheet
- IEP goal checker
Related guides
- FBA and BIP: a practical guide for IEP teams
- PBIS tiers and the IEP
- Behavior IEP goal examples with data methods
- BIP examples by function
- Token economies in special education
- How to conduct an FBA, step by step
Sources
- Tier 2, Center on Positive Behavioral Interventions and Supports
- 34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.