The Maryland State regulation on Education That Is Multicultural (COMAR 1 3A.04.05) requires that each local school system carry out a five year needs assessment and planning process. The initial five year cycle began on September 1994. The second cycle will begin September 1999. In addition, the regulation requires that school systems certify and submit to Maryland State Department of Education (MSDE) annual progress reports citing the status of plan implementation and plan revisions. These Annual Progress Reports are due on June 30 of each year.

In addition to these requirements, the regulation directs MSDE to provide technical assistance to school systems in the plan development and implementation process. Under the authority of MSDE, the Maryland State Education That Is Multicultural Advisory Council has developed a protocol for the evaluation of appropriate plan components. Local school systems (LSS) are asked to use the Local School System Plan Evaluation (attached) to conduct a self-evaluation of their current plans. Each local school system should also use the document to guide revisions to the current plan as well as the development of its second five-year plan scheduled for implementation beginning September 1999.

In addition, to assist school systems in meeting both the letter and spirit of the regulation. each LSS may submit its current plan to MSDE for evaluation. Prior to submission to MSDE, a LSS plan should be approved by the local superintendent and, where appropriate, by the local school board. MSDE will conduct an assessment of the plan and provide feedback based on its review. MSDE will provide suggestions on plan enhancements as well as ongoing technical assistance during plan revisions and implementation. This service is part of the regulation, and local school systems are urged to participate in it. Through this process, each LSS and the Maryland State Department of Education can collaborate to achieve improved implementation of Education That Is Multiculturaland further ensure high quality programs.

The following timeline has been established for the technical assistance process:

• Notification to MSDE of intent by LSS to participate in plan review process - by March 30, 1998
• Submission of current five year plan by LSS for MSDE Review - by June 30, 1998
• Response by MSDE to LSS with results of review by July 30, 1998
• Initiation of appropriate follow-up assistance by MSDE, to be developed in cooperation with LSS

All questions or concerns should be referred to the Maryland State Department of Education Equity Assurance and Compliance Branch, Ms. Linda Shevitz at 410-767-0428 or Mr. Woodrow Grant at 410-767-0425.

School System: ______________________________________________

Date Plan Submitted: _________________________________________

School System Representative: _________________________________

System Superintendent's Signature: ______________________________

Date Plan Received: ______________________________

Date Plan Evaluated: _____________________________

Plan Evaluated By:_______________________________

                   (MSDE Representative)

Evaluator's Signature: ______________________________

All plans will be reviewed from a focus on consistent linkages between ETM and student achievement. The following represent essential criteria for the assessment of Education That Is Multicultural strategic plans from local school systems throughout Maryland and is provided as technical assistance. NI represents Needs Improvement, and C indicates that comments follow. For YES ratings, comments are optional. However, ratings of NO or NEEDS IMPROVEMENT (NI)indicate that a specific characteristic is either absent or not sufficiently evidenced in the plan. These ratings require comment/explanation by the reviewer. Comments are included in a section after the checklists.

In cases where revisions are necessary, LSS revised plans should be resubmitted to the Maryland State Department of Education within thirty (30) days from the date of receipt of evaluation.

STRUCTURAL PLAN COMPONENTS	Yes	No	NI	C
1. Plan includes mission statement or indication of mission statement that reflects purpose and direction for implementation of ETM throughout district.
2. Plan includes statement of purpose to improve student achievement.
3. Plan includes analysis or needs assessment of situation regarding ETM in local district.
4. Needs assessment and planning process include input from various stakeholders, students, parents, and educators representing diverse classes.
5. Plan includes timelines that show evaluation benchmarks to indicate observable change and person(s) responsible for same.
6. Plan includes procedures for systematic monitoring and evaluation of implementation.
7. Plan includes timelines (action plans) for implementation of strategies related to all goals and objectives.
8. Plan includes strategies that reflect community support and involvement.
9. Plan reflects evaluation procedures that include collection and analysis of data related to student achievement.
10. Plan shows evidence of annual review process and update by local school system.

CURRICULUM PLAN COMPONENTS	Yes	No	NI	C
11. Plan includes strategies that address curriculum infusion, resources, and instructional strategies that impact academic achievement through
12. Plan includes goals and objectives that demonstrate systemic incorporation of ETM in curriculum, instructional strategies, curriculum infusion, and resources.
13. Plan includes indication of process for review, revision, and infusion of ETM across curriculum content disciplines.
14. Plan includes procedures for systematic monitoring and evaluation of implementation.
15. Plan includes strategies that help schools assess their ETM programs against established achievement benchmarks, MSPAP.
16. Plan includes timelines for implementation of strategies related to all goals andobjectives
17. Plan includes strategies that will be used to assist students in meeting performance standards, including special strategies to address achievement disparities among minority students.
18. Plan reflects student achievement outcomes that are measurable, observable, or demonstrable.

INSTRUCTION PLAN COMPONENTS	Yes	No	NI	C
19. Plan includes goals and objectives that demonstrate systemic incorporation of ETM in methods pertinent to student evaluation.
20. Plan includes strategies that promote multiple measures of student outcomes, that address students with diverse learning needs.
21. Plan includes timelines that show critical evaluation benchmarks to indicate observable change and person(s) responsible for same.
22. Plan reflects evaluations including collection and analysis of data related to student achievement.
23. Plan includes strategies that address curriculum infusion, resources, and instructional strategies that impact academic achievement through ETM.
24. Plan includes goals and objectives that demonstrate systemic incorporation of ETM in curriculum, instructional strategies, curriculum infusion, and resources.
25. Plan includes procedures for systematic monitoring and evaluation of implementation.
26. Plan includes strategies that will be used to assist students in meeting performance standards, including special strategies to address achievement disparities among minority students.
27. Plan reflects student achievement outcomes that are measurable, observable, or demonstrable.
28. Plan includes timelines for implementation of strategies related to all goals andobjectives.

RESOURCES PLAN COMPONENTS	Yes	No	NI	C
29. Plan includes strategies that address cuniculum infusion, resources, and instructional strategies that impact academic achievement through ETM.
30. Plan includes goals and objectives that demonstrate systemic incorporation of ETM in curriculum, instructional strategies, curriculum infusion, and resources.
31. Plan includes goals and objectives that demonstrate systemic incorporation of ETM in selection and use of educational resources, or other materials disseminated within school district.
32. Plan includes procedures for systematic monitoring and evaluation of implementation.
33. Plan includes timelines for implementation of strategies related to all goals and objectives.
34. Plan includes strategies that reflect community support and involvement.
35. Plan includes strategies that will be used to assist students in meeting performance standards, including special strategies to address achievement disparities among minority students.

STAFF DEVELOPMENT PLAN COMPONENTS	Yes	No	NI	C
.
36. Plan includes strategies that address curriculum infusion, resources, and instructional strategies that impact academic achievement through ETM.
37. Plan includes goals and objectives that demonstrate systemic incorporation of ETM in curriculum, instructional strategies, curriculum infusion, and resources.
38. Plan includes procedures for systematic monitoring and evaluation of implementation.
39. Plan includes staff development processes and programs that ensure systemwide implementation of ETM Regulation.
40. Plan includes timelines for implementation of strategies related to all goals and objectives.
41. Plan includes strategies that reflect community support and involvement.
42. Plan includes strategies that will be used to assist students in meeting performance standards, including special strategies to address achievement disparities among minority students.
43. Plan shows evidence of annual review and update by local school system.

Reviewer's Comments: