Whenever I lead professional learning on behavior support, one of the first questions I answer is, “What is CICO?” And they’re right to ask—because while Check-In/Check-Out is common, it’s often misunderstood. CICO isn’t just a form, or a chart, or a system to manage behavior. It’s a way to build relationships and provide consistent support to students who need a little more connection to be successful.
-by Dr. Tim Grivois, Executive Director
Before we dive in, it’s worth noting that a lot of what’s out there about CICO—especially from “official” sources—leans heavily on systems, data collection, and fidelity checks. And while that structure is important, my approach is different. I focus on the conversations. I coach educators to create consistent, values-centered interactions that build trust, not just track behavior. For me, CICO works best when it’s a relationship—not a report.
Here are 10 of the most common questions I hear about CICO, with answers based on what actually works in schools:
1. What does CICO stand for in schools?
CICO stands for “Check-In/Check-Out,” a structured, daily behavioral intervention used to support students who benefit from additional positive adult interactions throughout their day. It’s important to note that while schools may choose to track any number of data points within their CICO framework, the intervention is not the data. It’s the conversations that happen between adults and students participating in CICO that make the difference.
2. What is the CICO intervention in PBIS?
In PBIS, CICO is a Tier 2 intervention designed for students who need more support than general classroom strategies can provide. It involves checking in with a supportive adult each morning, receiving regular feedback throughout the day, and checking out to reflect on their progress.
3. How does Check-In/Check-Out work in a school setting?
CICO starts with a positive morning greeting and goal-setting, followed by regular check-ins with teachers throughout the day to receive feedback on specific behaviors. Ideally, students receive feedback on specific co-created goals that connect to school values. At day’s end, students check out with an adult who celebrates successes and helps the student reflect constructively on challenges.
4. Who is CICO for?
CICO is primarily for students who consistently struggle with behavioral expectations despite general classroom interventions. It’s ideal for students who respond positively to increased adult attention and structured feedback.
5. What are the benefits of CICO for students?
CICO helps students build positive relationships with adults, receive timely feedback, and develop self-management skills. Over time, it fosters greater independence, resilience, and confidence in meeting school expectations.
6. What is CICO for students with ADHD or anxiety?
Absolutely!
Students with ADHD or anxiety often benefit significantly from the predictability, structure, and positive adult interactions provided by CICO. It offers consistent emotional support and clear behavioral expectations, reducing stress and boosting confidence.
7. What is CICO exactly in the classroom?
Teachers use brief, structured feedback throughout the day, typically on a daily progress report. The key is to keep feedback brief, values-centered, and positive—celebrating small wins and clearly explaining areas for growth without judgment or criticism.
8. What should happen during a CICO check-in
Morning check-in involves greeting the student warmly, reviewing behavioral goals clearly, and setting a positive, encouraging tone for the day. It’s a moment of connection and clarity. See the attached CICO Conversation Script document for examples of how to guide check-in conversations in a way that supports reflection, planning, and encouragement.
9. What does a CICO check-out look like?
At check-out, the adult briefly reviews the day’s progress with the student, highlighting achievements and constructively addressing challenges. This interaction ends positively, reinforcing the student’s efforts and encouraging reflection and optimism. For sample language and structure, refer to the CICO Daily Conversation Script document included with this post.
10. Should caregivers be involved?
Yes, and ideally, they should be! But I don’t recommend sending home daily progress reports—it’s too much. The changes we’re looking for happen over weeks, not days. Instead, schools can develop a simple template for sharing weekly progress aligned with goals. Want the template I use? Send me an email and I’ll be happy to share it with you.
So, what is CICO? Ultimately, CICO is all about quality conversations between adults and students. It’s a daily rhythm that helps students feel seen, supported, and capable of success. Yes, data can help us notice patterns. Yes, structure matters. But the heart of CICO is the adult who shows up every day, listens without judgment, and reminds a student, “You matter here.”
Have more questions about CICO or other behavioral supports? Feel free to reach out—I’m always happy to connect! Click here to send a message, or comment below.