Teachers know that classroom management and discipline will have a huge impact as they teach within a classroom. Having a plan for when students need behavioral support is a critical step in effective intervention. The check in/check out method discussed in the article Check in/Check out: A Post-Hoc Evaluation of an Efficient, Secondary-Level Targeted Intervention for Reducing Problem Behaviors in Schools sets forth four goals for this preventative approach to discipline. These goals are: a) to increase prompts for appropriate behavior, b) to increase conditional feedback from adults, c) to improve the structure of a student's daily schedule, and d) to improve communication with families about a student's behavior at school.
             The check in/check out program was used within a secondary-level intervention program, meaning it was used with students who may be at-risk for more serious behavior problems. With this program, the student at risk is required to check in daily with an assigned adult within the building. Together, they will set goals for the student's behavior for the upcoming school day. These goals are put onto a card and the student carries this card with him/her, allowing for feedback from the adults that they come into contact with throughout the school day. The card and its' feedback are reviewed with the same adult at the end of the day, assessing whether the day's goals were met. The card then goes home for a parent's signature and it is returned to school the next day where the routine will continue. This routine establishes a chain of accountability throughout the day, giving the student constant feedback and reminders of their behavior goals.
             When the model was evaluated, they looked at three factors. The first factor was whether the program was followed faithfully. To measure this, the staff filled out a questionnaire asking them to rate whether each ...