Check In Check Out: A Gold Standard Intervention within a PBIS Framework

Presenters

• Shelly R. Hargis, Southeast South Central Educational CooperativeFollow

First Presenter's Highest Degree Earned

M.A.

Year First Presenter's Degree Was Awarded

1994

First Presenter's Field of Study

Education

Institution Where First Presenter Received Highest Degree

Eastern Kentucky University

First Presenter's Institution

Southeast South Central Educational Cooperative

First Presenter's Brief Bio and Description of Credentials for This Presentation

Shelly Hargis has worked in public education for over 33 years serving as a classroom teacher, Counselor, Asst. Principal, Principal, and District MTSS PBIS/SEL Coordinator for a high performing school system in KY. She now serves the Southeast South Central Region of the state (SESC Educational Cooperative) as an Educational Consultant within the SERTAC (Special Education Regional Technical Assistance Center). SERTACs act as a statewide network to help local school districts meet the unique needs of their students in special education programs. Shelly supports classroom teachers, Principals, and School Systems with implementing MTSS and building Tier 2 systems of support within a PBIS Framework. She is a certified PBIS Trainer, Leader, and Coach. She has earned a M.A in Elementary Education, a M.A. in School Counseling and a Degree in Educational Leadership.

Location

Scarbrough 2

Document Type

Individual Presentation

Primary Strand

Positive Behavior Interventions and Support

Relevance to Primary Strand

The Check-In/Check-Out (CICO), also referred to as the Behavior Education Program (BEP), is a structured, evidence-based Tier II intervention within the Positive Behavioral Interventions and Supports (PBIS) framework. It is designed to provide additional behavioral support for students who need more intensive interventions than universal supports alone.

Alignment with School Improvement Plan Topics

Climate and Culture

Brief Program Description

Learn how the Check-In/Check-Out (CICO) or Behavior Education Program (BEP)—a proven Tier II intervention within PBIS—supports students needing extra behavioral and social-emotional help. This session will show how CICO builds positive relationships, promotes self-regulation, and boosts success through daily check-ins, feedback, and data-driven decisions. Participants will explore practical steps to implement and sustain this evidence-based approach while strengthening school-wide systems that foster positive behavior and academic engagement for all students.

Summary

The Check-In/Check-Out (CICO) or Behavior Education Program (BEP) is a practical, evidence-based Tier II intervention within the Positive Behavioral Interventions and Supports (PBIS) framework that helps students who need additional social, emotional, or behavioral support. This session is designed for educators seeking hands-on strategies to strengthen their school’s intervention systems and improve student outcomes.

Participants will explore the step-by-step CICO process—from morning check-ins and teacher feedback to end-of-day reflections and data-based problem solving. The presentation will highlight simple, effective methods for building positive student relationships, increasing accountability, and using progress data to guide daily decisions. Real-life examples, ready-to-use forms, and easy-to-implement routines will show how CICO can be adapted for different school settings and student needs, including those with disabilities or at risk for behavioral challenges.

The session will also address how to integrate CICO within existing PBIS structures, create staff buy-in, and sustain implementation over time. Participants will leave with practical tools such as sample daily progress reports, data tracking sheets, and coaching tips that can be immediately applied in their schools.

By focusing on proven practices that work in busy classrooms, this session offers educators the knowledge and confidence to launch or refine their own Check-In/Check-Out systems. Attendees will walk away with a clear plan, a collection of ready-to-use resources, and a renewed commitment to fostering positive behavior, stronger relationships, and success for every student.

Attendees will leave with take-home practices and resources to immediately apply in their schools—such as templates for daily progress reports, data tracking tools, and strategies for training and coaching CICO facilitators. Whether new to PBIS or looking to strengthen existing systems, participants will gain actionable steps to create a consistent, supportive environment where every student has the opportunity to succeed.

Evidence

This proposal is grounded in decades of research on Positive Behavioral Interventions and Supports (PBIS) and Tier II behavioral interventions. The Check-In/Check-Out (CICO) or Behavior Education Program (BEP) is an evidence-based practice developed by researchers such as Crone, Horner, and Hawken (2004) and validated through multiple studies demonstrating its effectiveness in improving student behavior, engagement, and academic outcomes.

Research shows that CICO works by increasing positive adult-student interactions, providing frequent feedback, and using consistent reinforcement to teach and maintain appropriate behaviors. Studies have documented its success across grade levels and settings, including with students identified as at risk or with disabilities. The intervention aligns with the Multi-Tiered System of Supports (MTSS) model, emphasizing proactive, data-driven, and collaborative practices.

This session applies those well-established research findings in a practical, school-based context, translating evidence into hands-on methods educators can use immediately.

This foundational study evaluated the effectiveness of the Behavior Education Program (BEP), also known as Check-In/Check-Out, in reducing office discipline referrals and improving student behavior. Results showed significant decreases in problem behaviors and increases in teacher-rated behavior for students receiving the intervention, supporting BEP as an effective Tier II intervention within PBIS frameworks.

Hawken, L. S., MacLeod, K. S., & Rawlings, L. (2007). Effects of the Behavior Education Program (BEP) on office discipline referrals of elementary school students. Journal of Positive Behavior Interventions, 9(2), 94–101. https://doi.org/10.1177/10983007070090020601

Participants will be able to describe the key components, purpose, and research base of the Check-In/Check-Out (CICO) or Behavior Education Program (BEP) as a Tier II intervention within a PBIS framework.Crone, D. A., Hawken, L. S., & Horner, R. H. (2010). Responding to problem behavior in schools: The Behavior Education Program (2nd ed.). Guilford Press. – Comprehensive guidebook and research synthesis describing CICO implementation and outcomes.

Hawken, L. S., & Horner, R. H. (2003). Evaluation of a targeted group intervention within a schoolwide system of behavior support. urnal of Behavioral Education, 12(3), 225–240. – Early experimental research demonstrating the success of CICO within PBIS models.

Learning Objective 1

Participants will be able to describe the key components, purpose, and research base of the Check-In/Check-Out (CICO) or Behavior Education Program (BEP) as a Tier II intervention within a PBIS framework.

Learning Objective 2

Participants will be able to earn and apply practical methods and tools—including daily progress reports, data-tracking systems, and feedback strategies—to implement and sustain CICO effectively in their own school settings.

Learning Objective 3

Participants will be able to interpret CICO data to make informed decisions, adjust interventions, and strengthen collaboration among staff, families, and students to improve behavioral and academic outcomes.

Start Date

6-2-2026 2:15 PM

End Date

6-2-2026 3:15 PM

Recommended Citation

Hargis, Shelly R., "Check In Check Out: A Gold Standard Intervention within a PBIS Framework" (2026). Southeast Conference on School Climate. 65.
https://digitalcommons.georgiasouthern.edu/secsc/2026/2026/65

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.