CICO Procedures Staff Guide

Tier 2 Behavior Support All-Staff Reference
Check-In / Check-Out (CICO) Implementation Guide
Student Support Team
Procedures & Best Practices
What is CICO? A structured, relationship-based Tier 2 intervention for students experiencing repeated behavioral friction. Instead of waiting for misconduct to trigger disciplinary exclusion, CICO provides a daily anchor of predictable adult connection, clear expectations, and immediate instructional feedback.
Crucial Mindset CICO is a support, never a consequence.
When Should We Consider CICO?
- • Accumulating repeated low-level behavioral referrals or redirections.
- • Difficulty with transitions, task initiation, or following directions the first time.
- • Classroom disruptions that risk escalating into administrative removals.
- • Responsive to adult connection and benefits from clear, predictable feedback.
IEP & 504 Safeguard
Before initiating CICO for a student with an IEP or 504 Plan, the team must confirm existing accommodations, supplementary aids, and Behavior Intervention Plan (BIP) strategies are implemented with fidelity.
CICO complements but never replaces required special education provisions.
The 3-Step Daily CICO Cycle
Every Day • Every Period • Predictable Routine
PHASE 1 8:00 - 8:15 AM (5-10 min)
Morning Check-In
Designated CICO mentor welcomes student warmly, reviews 2–3 behavioral goals, issues Daily Progress Card, and sets positive tone.
"Today my goal is to follow directions first time and use a calm, respectful tone."
PHASE 2 End of Each Period (30 sec)
Classroom Checks
Classroom teachers score student (2, 1, or 0) on expectations and provide brief, instructional praise or objective corrective feedback.
"You followed directions right away and stayed seated during work time. Full points!"
PHASE 3 End of Day (5-10 min)
Afternoon Check-Out
Student and mentor calculate total score %, celebrate successes, identify 1 area for tomorrow, record data, and send copy home.
"You earned 85% today! Let's celebrate your math focus and plan for passing periods."
Classroom Teacher Feedback Protocol: Scoring & Instructional Dialogue
Quick 30-Second Check
Simple 3-Point Rating Scale
2 Met Expectation: Consistent, followed prompt within reasonable time.
1 Partially Met: Needed 1–2 reminders, self-corrected behavior.
0 Did Not Meet: Frequent disruption, did not comply despite support.
Instructional Dialogue Coaching
Avoid Vague / Punitive Remarks
“You need to do better.” / “No points for you after that attitude.”
Use Brief, Specific & Instructional Feedback
“You followed the direction and returned to your seat. That's exactly what we're looking for.”
North Star Academy • MTSS Behavioral Tier 2 Framework Page 1 of 2

CICO Daily Progress Card & MTSS Decision Framework
Implementation Reference
Sample Daily Progress Card (DPC) Walkthrough
Carried by student across all periods
Student: Marcus Jenkins
Date: 2026-09-10
CICO Coordinator: Mr. Davis
| Target Behavior Goal | Period 1 | Period 2 | Period 3 | Period 4 | Period 5 |
|---|
| 1. I follow adult directions the 1st time. | 2 | 2 | 1 | 2 | 2 |
| 2. I stay in my assigned seat/area. | 2 | 2 | 2 | 1 | 2 |
| 3. I use respectful, calm communication. | 2 | 1 | 2 | 2 | 2 |
| Teacher Initials: | TR | ML | JS | KP | EB |
Today's Score: 26 / 30 pts (86.7%) GOAL MET (>80%)
Success: Great focus during math lab.
Tomorrow: Quick start in Period 3.
The 6 Pillars of CICO Effectiveness
1. Consistency
Student knows exactly who they meet, when they check in, and expectations every single day.
2. Relationship
The designated mentor creates a warm, unconditionally supportive, and predictable adult bond.
3. Specific Goals
2–3 observable, positive behaviors (e.g., “follow directions 1st time”) instead of vague “be good.”
4. Frequent Feedback
Micro-reflections occur every period across the entire day—not merely after problem behaviors occur.
5. Objective Data
Point totals tracked weekly by SST to objectively measure response to intervention and fade or intensify.
6. Positive Reinforce
Primary purpose is catching students succeeding and shaping positive habits, not logging deficits.
CICO vs. The Discipline Trap: Shifting from Exclusion to Intervention
The Disciplinary Cycle (Ineffective)
Disruption → Dean Office → Suspension / OSS → Return & Repeat
Excludes student from instruction without teaching replacement behaviors; compounds academic frustration.
The CICO Support Pathway (Best Practice)
Disruption → Analyze Pattern → CICO Launch → Monitor Data → Adjust / Escalate
Provides consistent adult coaching, instructional feedback, and daily data to address root antecedents.
When CICO Is Not Enough
Do not rely on CICO as the sole intervention when:
- • Immediate or severe safety risk to self or others.
- • Behavior escalates despite 4–6 weeks of high-fidelity CICO.
- • Behavior is maintained by peer attention or adult avoidance.
- • Student requires a comprehensive FBA and specialized BIP.
Suggested MTSS Progression
Tier 1 Universal: Schoolwide expectations, routines, positive praise
Tier 2 Targeted: CICO, mentor pairing, social skills group, SST review
Tier 3 Intensive: FBA, individualized BIP, CST / IEP team review, BCBA
North Star Academy Student Support Team • Questions? Contact CICO Coordinator or Dean of Students
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