Classroom management is a leading factor in teacher attrition, with novice teachers citing behavior intervention as their biggest concern in the classroom (Adera & Bullock, 2010; Chaplain, 2008; Coronado, 2011; Paquette & Rieg, 2016; Rieg, Paquette, & Chen, 2007; Schlichte, Yssel, & Merbler, 2005; Vesely, Saklofske, & Nordstokke, 2014). There is a pressing need for disseminating low-intensity strategies for teachers to use to combat problem behavior and attrition. Check-in/check-out (CICO) and the more intensive check-in/checkup/check-out (CICUCO) interventions are desirable Tier 2 approaches for teachers who are responding to problem behavior in the classroom given the efficient and effective nature of each approach. This article will (a) describe the traditional five-step CICO process, (b) describe additional checkup procedures, and (c) discuss numerous possible adaptations to these approaches to more effectively address the behavioral needs of students across special and general education settings. Further, suggestions for increasing mentor and family involvement in the CICO process are given. Limitations and implications also are discussed.