The attached evaluation form is a resource for use by individual schools in self-assessing their progress in implementing programs and activities related to education that is multicultural and student achievement. The protocols were developed in 1998 by the Maryland State Advisory Council on Education That Is Multicultural. A local school system may request individual schools to complete the form as part of an assessment of system-wide progress, or schools may choose to complete the form individually. This form is not a requirement of Maryland's Education That Is Multicultural Regulations.

The following protocols represent criteria for the assessment of Education That Is Multicultural implementation in Maryland public schools. All italicized items are taken directly frm the Maryland Education That Is Multicultural regulation (COMAR 13A.04.05). The listed assessment categories relate to level of implementation: YES, NO, NI (Needs Improvement). A check in the "C" column indicates that a comment appears about this item in the "Comments" section at the end of the report form. All NEEDS IMPROVEMENT items will include a comment.

I. MISSION/VISION	Yes	No	NI	C
1. The school has a written mission or vision statement that includes issues of diversity and ETM
2. The school's mission statement has been communicated to all staff, students, and parents

II. CURRICULUM	Yes	No	NI	C
1. Practices and programs promote values, attitudes, and behaviors which promote cultural sensitivity a. curriculum guide content includes information regarding history of cultural groups and their contributions in Maryland, the United States, and the world
b. different cultural views of history are represented ETM infusion is visible in all subject areas
c. school improvement plans and procedures reflect applications of culturally sensitive planning
2. Children from varied cultural and socioeconomic backgrounds are successful participants and performers in all classes and programs available in the school a. a committed demonstration of high expectations for all_children is visible
b. all children are achieving at grade level or better
3. The curriculum includes opportunities for children to demonstrate the following attitudes and behaviors: a. valuing one's heritage
b. valuing the uniqueness of all cultures
c. valuing difference and commonality in cultural diversity
d. eliminating stereotypes related to race, ethnicity, gender, religion, socioeconomic status, and individuals with disabilities

III. INSTRUCTION	Yes	No	NI	C
A. Climate 1. The LEA provides an instructional program that promotes: a. a school climate that reflects the diversity of the community
b. a climate in which linguistic patterns are respected
c. an inclusive climate within which teachers teach to students' needs and learning styles to insure maximum student achievement
d. a school climate in which discipline is administered in an equitable manner for all cultural groups
e. an inclusive climate in which students instructional staff, support staff, and parents are made to feel welcome and actively involved
f. a climate in which incidents of intolerance or hate/violence based n any diversity factor are addressed in a timely and fair manner
B. Access and Grouping 1. The school groups students in ways which reflect cultural awareness and sensitivity
2. The school demonstrates that all students are given access to equally rigorous academic instruction regardless of cultural background
3. The school demonstrates that all students with disabilities are afforded access to classes and programs in the least restrictive environment
4. The school disaggregates data in order to assess inequities in the academic program, student placement, and grouping for instruction - adjustments are made where necessary to assure equity
5. The school demonstrates that student organizations and extracurricular activities are open and accessible to all students
6. The school demonstrates that there is equitable representation of all cultural groups in gifted and talented programs and in referrals of students for special education services
7. The school addresses all inequities in disciplinary actions identified as disproportionately affecting cultural minorities
C. Instructional Activities 1. The school uses instructional activities which recognize and appreciate students' cultural identities and learning styles
2. The school uses instructional activities that promote an understanding of and respect for a variety of ways of communicating, both verbal and nonverbal
3. The school uses activities which address racism, sexism, bias, discrimination, and prejudice
4. The school provides opportunities for students to analyze and evaluate social issues and propose solutions to contemporary social problems
5. The school disaggregates data to identify disparities in student achievement on state and local assessments and develops strategies to address those disparities
6. The school evaluates assessments and testing procedures to assure that they are bias free

IV. STAFF DEVELOPMENT	Yes	No	NI	C
1. Staff development includes experiences that prepare school personnel to design, manage, implement, and evaluate ETM
2. The school program provides activities: a. which involve professional and support staff in exploring attitudes and feelings about their own cultural identity
b. to identify instructional strategies, techniques and materials appropriate for ETM
3. The school program provides training: a. in assessing the prior knowledge, attitudes, abilities, and learning styles of students fromvaried backgrounds in order to develop ETM instructional programs
b. to recognize and correct stereotyping, discrimination, bias, and prejudice
c. for fostering greater intergroup understanding
d. to recognize and correct the omissions and misrepresentations of groups and individuals in curriculum and instruction
e. to recognize and correct inequitable participation in school activities by students and staff from different backgrounds
f. to identify human resources for ETM
4. School staff has participated in a professional development course in ETM
5. The school supports opportunities for staff to attend and participate in local, state, regional and national ETM conferences, seminars and workshops
6. Staff development includes involvement of all staff (support staff, teachers, teacher aides, bus drivers, custodians, cafeteria workers . . .)
7. Staff development includes a focus on cultural awareness and sensitivity, respect and affirmation of diversity and commonality, human relations and interpersonal/inter-cultural communications skills
8. All school planned professional development workshops and courses include an ETM focus
9. Teacher evaluation instruments include item(s) related to effective ETM instructional skills.
10. The school maintains current professional development references for teachers and administrators on education that is multicultural

V. INSTRUCTIONAL MATERIALS AND RESOURCES	Yes	No	NI	C
1. The school uses resource organizations and materials that promote cultural and ethnic understanding
2. The school uses instructional materials which reinforce the concept of the United States as a pluralistic society within a globally interdependent world, while recognizing our common ground as a nation
3. The school incorporates multicultural instructional materials in all subject areas
4. The school involves parents from diverse backgrounds as resources
5. The school maintains ETM resources about current exemplary ETM instructional materials
6. The school provides instructional resources that assist students in demonstrating an understanding of an appreciation for cultural groups
7. The school has a process for selection of ETM resources that includes all of the following criteria: a. materials that avoid stereotyping, discrimination, bias, and prejudice
b. materials that reflect the diverse experiences relating to cultural group s and individuals
c. materials in all content areas that represent society as multicultural
d. human resources to help students demonstrate an understanding of cultural diversity

VI. PHYSICAL ENVIRONMENT	Yes	No	NI	C
1. The school is barrier free and accessible for people with disabilities
2. The school building environment physically reflects diversity in displays and materials

VII. POLICIES	Yes	No	NI	C
1. The school has written policies and practices that prohibit discrimination against students and staff based on the diversity factors
2. Non-discrimination policies and statements are included in staff and student handbooks and publications
3. The school has established procedures for students and staff to report discrimination complaints based on any of the diversity factors
4. School policies and practices are in compliance with federal and state civil rights in education legislation, including but not limited to, the Civil Rights Act of 1964 (race, religion, national origin, ethnicity), Title IX of the Education Amendments of 1972 (gender), and Section 504 of the Rehabilitation Act of 1973 and the American with Disabilities Act (disability)
5. All school publications use bias free and gender fair language and visual images that reflect cultural diversity

VIII. COMMUNITY OUTREACH	Yes	No	NI	C
1. The school actively involves parents, community members, and resource organizations that reflect diversity in developing policies and strategies to address EI'M issues
2. Communication for parents and community members are available in languages other than English where appropriate, as well as in alternative formats for persons with disabilities
3. School functions are held in facilities that are accessible to individuals with disabilities

IX. PERSONNEL	Yes	No	NI	C
1. Equitable hiring and promotion practices are evident
2. School staffing reflects the diversity of the composition of the school community
3. Hiring practices include outreach, recruitment, and retention that reflect the diverse representation of the jurisdiction in which the school resides
4. Specific staff member(s) are designated to coordinate the implementation of ETM within the school