Behavior Check-In: Your Daily Win Script

Warm-Up & Introduction (5 minutes)

(Teacher): "Good morning/afternoon, everyone! Please take out the Warm-Up: My Daily Gauge worksheet I just handed out. Take a few minutes to silently reflect and write down your answers to the questions. No need to share aloud yet, just focus on your own thoughts."

(Teacher): "Alright, let's bring it back together. I saw some thoughtful responses. Today, we're going to talk about a strategy that can help you with some of the challenges you just wrote about. Our objective today is to learn about a tool called 'Check-In Check-Out,' or CICO, and understand how it can help you take more ownership of your daily behavior and academic success."

Understanding Check-In Check-Out (CICO) (10 minutes)

(Teacher): "(Display Behavior Check-In Slide Deck - Slide 3: What is Check-In Check-Out (CICO)?) So, what exactly is Check-In Check-Out? CICO is a self-monitoring strategy. Think of it as your personal daily scorecard for success. It’s a way for you to track and improve your behavior and academic engagement throughout the school day. It's not a punishment; it's a tool designed to give you more control and help you meet your goals."

(Teacher): "(Display Behavior Check-In Slide Deck - Slide 4: Why Use CICO? Your Benefits!) Why would you want to use CICO? There are some great benefits. It helps you take ownership of your progress, keeping your goals top of mind. You get immediate feedback, so you know what's working and what's not. And perhaps most importantly, it helps you celebrate your successes daily and feel more in control of your school day, which can definitely reduce stress. Has anyone ever used a similar type of self-tracking before, maybe for fitness or a personal goal?"

(Teacher): "(Display Behavior Check-In Slide Deck - Slide 5: How Does CICO Work? The Basics) Let's dive into how it actually works. CICO typically has three main parts. First, there’s a Morning Check-In. This is a brief meeting with a teacher or staff member at the start of your day. You'll review your goals and get your CICO card for the day."

(Teacher): "(Display Behavior Check-In Slide Deck - Slide 6: How Does CICO Work? The Basics (Cont.)) Second, Throughout the Day, teachers will give you quick feedback on your CICO card, often with a simple mark, and you will self-monitor how you’re doing based on your goals. Finally, there’s an Afternoon Check-Out. You’ll meet briefly with that same teacher or staff member, review your card, discuss your progress, get some positive encouragement, and even plan for the next day. Any questions so far about these steps?"

Practicing with the CICO Worksheet (10 minutes)

(Teacher): "(Display Behavior Check-In Slide Deck - Slide 7: Let's Practice! Setting Your CICO Goal) Now, let’s get some hands-on practice. I’m handing out the Check-In Check-Out Worksheet. You’ll see a sample CICO card on it. I want you to think about a specific, positive behavior you want to focus on. It could be for one class period, or a general goal for a specific part of your day."

(Teacher): "(Display Behavior Check-In Slide Deck - Slide 8: Filling Out Your CICO Card) To help you think of a goal, consider these examples: Maybe your goal is 'I will bring all materials to class,' which focuses on preparedness. Or 'I will raise my hand to share ideas' for participation. Or 'I will listen when others are speaking' for respect. Or even 'I will stay focused on my assignments' to be on-task. Choose one goal that resonates with you and write it down in the 'My Goal' section of your worksheet."

(Teacher): "Take about 5-7 minutes to fill out the rest of the sample CICO card as if you were going through a day. Imagine how a teacher might mark you, and how you would self-assess. If you finish early, think about how achieving this goal might impact your learning or your relationships at school. I'll be circulating if you have any questions."

(Teacher): "Alright, let's quickly review. For those who are comfortable, what was one goal you chose? And how did you imagine your day going with that goal? (Allow a couple of students to share briefly. Use the Check-In Check-Out Worksheet Answer Key to guide discussion if needed)."

Cool-Down & Wrap-Up (5 minutes)

(Teacher): "(Display Behavior Check-In Slide Deck - Slide 9: Cool-Down: One Thing) To wrap things up today, please take out the Cool-Down: One Thing sheet. On this sheet, I want you to write down either one new thing you learned about CICO today, OR one way you think CICO could personally help you. This is your exit ticket for today. Thank you for your active participation!"

Warm-Up: My Daily Gauge

Instructions: Take a few minutes to silently reflect and answer the following questions honestly.

1. What is one specific challenge or struggle you sometimes face during the school day that impacts your learning or interactions with others? (e.g., getting distracted, forgetting materials, difficulty speaking up, managing frustration)
   
   
   
   
   
   
   

2. How do you currently try to manage this challenge?
   
   
   
   
   
   
   

3. On a scale of 1 (not in control) to 5 (completely in control), how much do you feel in control of your daily behavior and academic engagement at school?
   
   
   
   

Check-In Check-Out Worksheet: My Daily Plan

Instructions: Imagine you are using a Check-In Check-Out card for a specific class or period today. Fill out the sections below based on a behavior you want to improve.

My Goal for this Period/Day:

(Think of a positive, specific behavior. Refer to the slide examples if needed.)

My CICO Card (Sample)

1. Looking at your imagined CICO card, how did you do with your goal? What areas were easy, and what was challenging?
   
   
   
   
   
   
   

2. What feedback might your teacher have given you based on your performance?
   
   
   
   
   
   
   

3. How did using this card make you more aware of your behavior?
   
   
   
   
   
   
   

Check-In Check-Out Worksheet Answer Key

This answer key provides guidance for grading and discussion. Student answers will vary based on their chosen goals and self-reflection.

My Goal for this Period/Day:

• Expected Student Response: Students should identify a specific, positive, and observable behavior goal. Examples include:

  • "I will raise my hand before speaking in class."
  • "I will bring all necessary materials to each class."
  • "I will stay in my seat during independent work."
  • "I will listen actively when others are speaking."
  • "I will complete my warm-up within the first 5 minutes of class."

  Teacher should look for: Clarity, specificity, and a positive framing of the behavior.
  
  
  

My CICO Card (Sample)

• Expected Student Response: Students should imagine how their day might go with their chosen goal. The "Teacher Check-in" and "My Self-Assessment" columns will vary.

  • Teacher Check-in: Could be a simple checkmark, a happy/neutral/sad face, or a numerical rating (e.g., 1-3). Students should reflect what they think a teacher would mark them based on their goal.
  • My Self-Assessment: Students should consider how they felt they performed during each period relative to their goal.

  Guidance for Discussion: When reviewing, focus on consistency between self-assessment and teacher check-in (if applicable) and whether the student is realistically reflecting their performance.
  
  
  

Reflection Questions

1. Looking at your imagined CICO card, how did you do with your goal? What areas were easy, and what was challenging?

   • Thought Process: Students should connect their imagined card marks to their overall success with the goal. Easy areas might align with periods where they felt they met the goal, while challenging areas might be periods where they struggled. Encourage students to be specific about why a particular period was easy or challenging (e.g., "Period 2 was easy because it was a subject I enjoy, making it easier to stay focused," or "Period 4 was challenging because I sat next to a friend and got distracted.")
   • Acceptable Answers: Varied based on individual experience, but should show thoughtful consideration of their imagined day.
     
     
     
     
     
     
     

2. What feedback might your teacher have given you based on your performance?

   • Thought Process: Students should consider their imagined performance through the teacher's eyes. If they met their goal, the feedback would likely be positive and encouraging. If they struggled, the feedback might be constructive and suggest strategies for improvement. The feedback should directly relate to the chosen behavior goal.
   • Acceptable Answers: "My teacher would say I did a great job raising my hand and staying on task," or "My teacher might tell me to try sitting away from distractions in Period 3."
     
     
     
     
     
     
     

3. How did using this card make you more aware of your behavior?

   • Thought Process: This question assesses the core benefit of CICO: self-awareness. Students should articulate how the act of monitoring, even hypothetically, brings their behavior into conscious thought throughout the day. They might realize how often they don't meet a goal, or how simply thinking about the goal helps them adjust.
   • Acceptable Answers: "It made me think about my goal more often than I usually would," or "I realized how many times I actually interrupt others without thinking," or "It would help me correct myself during the day instead of waiting until the end."
     
     
     
     
     
     
     

Cool-Down: One Thing

Instructions: Please answer one of the following questions in the space provided. This is your exit ticket for today.

Option 1:

What is one new thing you learned about the Check-In Check-Out (CICO) system today?

OR

Option 2:

What is one way the Check-In Check-Out (CICO) system could potentially help you personally in school?