Teachers are expected to support all students that enter their classrooms including students with Emotional and Behavior Disorders, also known as EBD. The maladaptive behavior exhibited by students with EBD often prevents them from engaging successfully in learning and forging relationships, leading to them being disconnected from school (Sheaffer et al., 2021). School connectedness is an important protective factor for students (Center for Disease Control, 2009). PBIS, Positive Behavior Intervention and Supports, is a framework for teaching, modeling, and rewarding expected behaviors including social and emotional skills (Center on PBIS, 2022). CICO, or check-in check-out, is a Tier 2 intervention within the PBIS framework and is used to support students that struggle with Tier 1 interventions alone (Pennsylvania Training and Technical Assistance Network, 2022). This study investigated how teachers made sense through CICO implementation with disconnected students with or at-risk of EBD in a regular education elementary school. This was accomplished by collecting qualitative data from one such case of teacher sensemaking where data was provided by an all-staff open ended survey, interview responses from focal group participants, and journaling by the researcher. The study concluded that teachers in a regular education elementary inner-city public school implementing PBIS make sense of implementation of CICO with students identified as disconnected and with or at-risk of EBD through one of two models of sensemaking - use of a map or use of a compass. The study also concluded that participants focused on the EBD component if they demonstrated the map model and focused on the connectedness component if they demonstrated the compass model. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]