Check In-Check Out

Check in-Check out is a Tier 2 Intervention for students who are not
responding to the strategies used at Tier 1 (typical school
discipline procedures).
1. This is intended to be a positive experience for the student. First thing
when the student arrives at school, s/he should check in with an identified
adult (person, place and time should be noted on the FBA/BIP (formerly ILI)).
This first check-in of the day is to accomplish 3 things:
a.) greet the student enthusiastically and encourage him/her to have a
great day,
b.) collect the form from the day before that the parent/guardian has
signed, and
c.) set the student up for success by giving him/her a new form for the
day and making
sure s/he has or has access to getting all the
materials needed for the day (e.g.,
pencil, paper, books, etc.).
If in the course of checking in the adult finds the student does not have a
book, homework assignment, etc., the check-in person should let the
teacher(s) know the student is missing an item to prevent a power struggle
or a need for the student to save face later in the day.
2. For each transition throughout the day, the student is to check-in with
the teacher as s/he comes into the classroom/the transition to a new subject
occurs. This is to set the student up for success with that teacher/during
that subject/at that time of day.
3. At the end of each class/subject the student is to check-out with the
teacher, who will mark on the Daily Progress Report an indication of how the
student performed. The chart has a Likert scale for each rule. A 2 means
the student followed that rule perfectly, and a 1 means s/he had some
difficulty, but overall that rule was mostly adhered to, and a 0 means the
student did not follow the rule during that instructional period. (The reading
block is 90 minutes. The time has stayed the same but there are TWO
check-in and check-out points during reading one for large group and one
for small group.)
4. At the end of the day the student checks out with _______________. With
that person the student totals the points and the sheet is signed by
_____________, and it goes home for parents to review and sign. This form
should go between home and school each day.

We need to build in some reinforcers for student, both short term

reinforcer(s) given each day the student achieves the goal (which typically
starts out as 80% of the possible points - 76 out of 94), and a long term
reinforcer that is achieved for reaching the goal over time (2 consecutive
weeks of 80%). These things or activities need to be preferred by the
student and seen as reinforcing for him/her to work (s/he has to want to
work for them). Once we have achieved the goal and reinforcers are
provided, begin fading the process by making it more of a self management
tool rather than a tool done with the teacher.