Although residential school characteristics (e.g., smaller class sizes, the availability of remedial education, student-centered curricula, flexible scheduling) are tailored to better support students with challenges (Kleiner et al., 2002), these modifications alone may not be enough to improve the challenging behaviors that students in residential schools often present. Consequently, many students in residential schools, particularly those with EBD, experience a number of negative postschool outcomes (e.g., unemployment, health issues, decreased community involvement, entanglement with criminal justice system; Christle, Jolivette, & Nelson, 2007). However, educators may address the various challenges and needs of students in residential schools by effectively identifying and implementing evidence-based practices to reduce problem behaviors. Two such practices are described herein--CICO (check in/check out) and SDLMI (self-determined learning model of instruction) instruction. CICO is a teacher- or mentor-directed intervention that is implemented through a five-step process (i.e., check-in, receiving feedback, check-out, home component, return to school) and has been used to positively move students toward meeting schoolwide or individual goals (Maggin et al., 2015). The SDLMI (Wehmeyer, Palmer, Agran, Mithaug, & Martin, 2000) is a three-phase instructional model that requires students to respond to a series of problem-solving questions that serve to help them set self-selected goals and create plans to attain those goals (Kelly & Shogren, 2014). Combining well-grounded evidence-based practices is an effective strategy to address and remediate behavior, given that no single practice will address all the needs of all students with EBD (Cook, Tankersley, & Harjusola-Webb, 2008).