Topic Progress:

UNPACKING CICO CULTURAL CONSIDERATIONS

Course: Check-In, Check-Out (CICO) Lesson: CICO Cultural Considerations from Missouri SW-PBS on Vimeo.

Read the transcript of the video here.

HANDOUTS

Word 1.CICO Intervention Development Checklist

TOPIC IN ACTION

pdf-icon Topic in Action

Pause & Reflect #1

  • What beliefs, values, and behaviors do I find important?
  • Where did those values come from, and how are they reflected in my interactions with others?
  • Do I think that everyone should share my values?
  • What steps can I take to be more aware and accepting of the values of others?

Pause & Reflect #2

  • What cultures are represented in your classroom and/or school?
  • How familiar are you and your staff with these cultures?
  • How well do you know your families and their challenges and strengths?
  • Do you effectively communicate with all families?
  • Do you have family or community members who can serve as culture coaches?

Pause & Reflect #3

  • Are a variety of cultural backgrounds represented on your Tier 2 team?
  • Do any team members speak other languages?
  • Are any team members familiar with community resources available for families living in poverty?

Pause & Reflect #4

  • Are there student groups who are highly over-represented or under-represented in office discipline referrals, referrals for Tier 2, or identification for Tier 2 support?
  • Does your data indicate that Tier 1 is effective for all groups of students?
  • Do all students, regardless of their cultural, religious, linguistic, or socioeconomic background, feel respected at your school?

Pause & Reflect #5

  • Do we ask families what form of communication and language they prefer?
  • Do we provide ongoing communication to families no matter their cultural, religious, linguistic, or socioeconomic background?
  • Is this communication effective?

Pause & Reflect #6

  • Are the reinforcers we offer culturally appropriate no matter a student’s cultural, religious, linguistic, or socioeconomic background?
  • Have we asked students and families to share ideas about meaningful reinforcers?
  • Do we offer reinforcers that are not allowed at home?

Pause & Reflect #7

  • Do our CICO facilitators interact with students and families in a manner that reflects cultural competency and knowledge of diverse cultural, religious, linguistic, and/or socioeconomic backgrounds?
  • Do our CICO facilitators need to speak another language or have translator services available?
  • Do our CICO facilitators have access to resources to assist students and families living in poverty?

Pause & Reflect #8

  • How will facilitators respond if a student is tardy to school and misses check-in time?
  • How will facilitators respond if the student hasn’t had breakfast or is missing necessary school supplies?
  • Who will the facilitator inform if a family needs any type of assistance?

Pause & Reflect #9

  • Does our CICO data show that all students are equally successful regardless of cultural, religious, linguistic, or socioeconomic background?
  • Do we seek input from students and families to determine their level of satisfaction with CICO?

Pause & Reflect #10

  • Do we have any school or classroom expectations that are inappropriate for the cultural, religious, linguistic, or socioeconomic backgrounds of our students?
  • What resources do we have to help teachers learn key positive phrases in the primary languages of their students?