Check‑In/Check‑Out gains traction
A proactive Check‑In/Check‑Out intervention is being promoted to identify setting events, strengthen adult‑student connections, and support students before behaviors escalate. Implementation notes emphasize daily brief check‑ins and targeted supports to reduce disruptions in mixed‑age classes. (x.com/EmergentTree/status/2037156394323820821)
Emergent Tree currently offers an online Check‑In/Check‑Out course with video modeling, downloadable resources, and an advertised enrollment fee of $65. (emergenttree.com) A systematic review of 28 CICO studies reported a median group effect size of d = 0.37 across elementary and secondary settings, summarizing both single‑subject and group experimental designs. (jstor.org) A recent single‑case evaluation published in MDPI implemented CICO with three elementary students and documented increases in academic engagement and reductions in problem behavior during instruction. (mdpi.com) Implementation guides recommend establishing a 3–5 day behavioral baseline, training a designated adult mentor for each student, and using a Daily Progress Report/Daily Behavior Report Card for point‑based feedback. (masteraba.academy; interventioncentral.org) Resources for adapting CICO to mixed‑age or preschool‑through‑middle environments emphasize program flexibility, provide early‑childhood DPR examples, and suggest staggered morning check‑ins or cohorted mentors to limit classroom disruption. (pbisworld.com; mimtsstac.org) District tools and vendor dashboards support fidelity monitoring by calculating Check‑In/Check‑Out consistency percentages and generating progress reports for biweekly team reviews. (help.emergenttree.com; delawarepbs.org)
