PBIS Tier 2 Check-In/Check-Out Daily Progress Report

This template is meant for the staff member facilitating CICO, such as a counselor, behavior specialist, dean, or designated support staff. Classroom teachers or period supervisors can also complete the rating portion if the school assigns them that role. The key is that one DRI owns the daily flow so the student gets consistent feedback. It works best when the same adult reviews the report at check-out each day.

It fits elementary, middle, and high school Tier 2 students who need structured daily feedback on a small set of behavior goals. Schools commonly use it for attendance, readiness, respectful behavior, task completion, or classroom engagement. It is not a fit for students who need an intensive individualized behavior intervention with frequent crisis response. If the goals need to change every period or require clinical-level documentation, a different tool is usually better.

This template is designed for daily use during the school day. It typically includes a morning check-in, ratings after each class period or block, and an end-of-day check-out. The recurrence should match the student’s schedule, not a generic weekly cadence. If the student is only present part-time, the checklist should be adjusted to the actual attendance blocks.

Goals should be short, observable, and easy to rate with a clear yes/no or scale-based verification step. Examples include arriving prepared, following directions the first time, using respectful language, or staying on task during independent work. Avoid vague items like 'have a good day' or compound items that mix multiple behaviors in one line. Each checklist item should map to one behavior the student and staff can both understand.

It gives the team a consistent way to collect daily data, reinforce expected behaviors, and review patterns over time. That makes it easier to see whether the student is responding to Tier 2 support or needs a plan adjustment. The report also creates a simple communication loop between school and home if the school chooses to share it. In PBIS terms, it supports predictable feedback, reinforcement, and data-based decision-making.

The biggest mistake is making the form too long or too subjective, which slows staff down and weakens consistency. Another common issue is rating every item as critical, which makes it harder to distinguish safety or compliance concerns from routine expectations. Schools also sometimes forget to define who completes each step, which creates gaps in the daily workflow. Finally, if the end-of-day review does not include a next action, the report becomes data collection without follow-through.

Yes. You can adapt the period sections for elementary blocks, middle school class periods, advisory, or rotating schedules. You can also change the goal categories to match your PBIS matrix or individual student plan. The important part is keeping the checklist items independently verifiable and aligned to the actual day structure. If the schedule changes often, use flexible block labels instead of fixed period numbers.

Many schools pair the report with student support notes, behavior intervention plans, parent communication logs, or a data dashboard. It can also feed into a weekly review meeting where the team looks for trends and decides whether to continue, fade, or intensify support. If your school uses a digital workflow, the report can be linked to reminders, assignments, or a shared record for the DRI. Keep integrations simple so the daily completion step stays fast.

An ad hoc note usually captures a single incident, while this template creates a repeatable daily record across the whole school day. That structure makes it easier to compare days, identify patterns, and support consistent reinforcement. It also reduces variation between staff members because the same checklist items and rating steps are used each day. For Tier 2 support, that consistency is often the difference between useful data and scattered observations.