Education That Is Multicultural best serves students when it is systemically implemented. Local school systems are accountable for monitoring the status of full implementation of ETM. This report should reflect both animal progress and the current status of ETM throughout the school system.

By June 30 of each school year each local school system (LSS) shall submit to the Maryland State Department of Education(MSDE) an Animal Progress Report on the implementation of its Five-Year Plan for Education That Is Multicultural as required by the Maryland Education That Is Multicultural (ETM) Regulations (COMAR 13A.04.05). If any additional information is requested, the LSS will submit materials to MSDE by July 30 of the report year. By August 30 of each year MSDE will provide feedback to the LSS on the Progress Report Each local superintendent shall certify the accuracy of the report as stated in the Regulations (COMAR 13A.04.05.06).

The Annual Progress Report shall include the following components. Appropriate Report Forms (*) are attached for use by local school systems.

1. Cover Sheet (*)

2. Superintendent's Certification Form (*)

3. Local School System Implementation Status Report (*)

4. Progress Report Narrative(*), including the following:
   • Summary of activities implemented during the year related to curriculum, instruction, staff development, and instructional resources
   • Description of how activities relate to the goals and objectives of the local Five-Year Plan
   • Description of how the ETM activities relate to student achievement
   • Description of how annual progress has been evaluatedby the LSS

5. Five-Year Plan Revisions(*), if any

6. Summary of On-site Visits to local schools (optional)

7. Major Initiatives or Programs Planned (*)

8. Supplementary Materials to document status of the implementation of ETM as described in the report Narrative (Examples: ETM course offerings descriptions and syllabi, revised/expanded curriculum guides. ETM content and performance standards, staff development plans and program brochures, policy documents, student performance data, demographic data, etc.)

Annual ETM Progress Reports should be submitted by June 30 to the

Equity Assurance and Compliance Branch
Maryland State Department of Education
200 West Baltimore Street
Baltimore, MD 21201 410-767-0433

School System___________________
Report for School Year_______________

Check the components that are included in this report (*) Forms are provided for your use.. __ Cover Sheet (*)
__ Superintendent's Certification (*)
__ Local School System Implementation Status Report (*)
__ Progress Report Narrative(*)
__ Five-Year Plan Revisions (if any) (*)
__ Summary of On-Site Visits to Local Schools (optional)
__ Major Initiatives or Activities Planned (*)
__ Supplementary Materials (List specific materials included, such as ETM course offerings descriptions and syllabi revised/expanded curriculum guides, ETM content and performance standards, staff development plans and program brochures, demographic and student achievement data, policy documents. Use additional paper to list supplementary materials, if needed.)

SCHOOL SYSTEM ______________________________

CONTACT PERSON

Name ________________________

Title _________________________

Phone ___________ Fax___________

DATE DUE _________ DATE SUBM1TTED _________

The attached report provides accurate information on the status of implementation of the Maryland Regulations on Education That Is Multicultural (COMAR 13A.04.05) for the school year 1997-1998.

SCHOOL SYSTEM ________________________________

REPORT FOR SCHOOL YEAR 1997-98

The attached report provides accurate information on the status of implementation of the Maryland Education That Is Multicultural Regulations (COMAR 13k04.05) for the school year 1997-1998. As stated in the Regulations, each local superintendent shall certify the accuracy of the Annual Progress Report.

Signature: _____________________________(Superintendent of Schools)

Date: ___________

Person(s) Completing Form: _________________________________

Title/Position: _____________________________________________

Address: _________________________________________________

Phone: ___________ Fax: _________ E-Mail: ________________

Date: ____________________________

This form should be completed by an individual(s) designated by the local superintendent.

The following protocols represent criteria for the reporting of the status of Education That Is Multicultural implementation in Maryland local school systems (LSS). The listed categories relate to level of implementation: YES, NO, NI (Needs Improvement). If a check appears in the "C" column, a comment must appear about this item in the "Comments" section at the end of the report form. All "NO" and "NP items must also include a comment. MSDE may request additional information from local school systems to support this report.

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

II. PLANNING	Yes	No	NI	C
1. The LSS has developed and submitted to MSDE its 5-year plan
2. The 5-year plan meets the criteria listed in the MSDE Plan Evaluation document
3. The 5-year plan's contents and focus have been communicated to LSS policy makers including the superintendent, central office staff, and local board of education members
4. Planning involves educators. parents. students, and community members from diverse groups
5. The LSS utilizes system-wide disaggregated data on student achievement in the development of its 5-year plan

III. CURRICULUM	Yes	No	NI	C
1. The LSS provides Pre-K-12 curriculum which enables students to: a. demonstrate an understanding and appreciation for cultural diversity
b. apply skills to fully participate in the democratic process of their community, state, nation. and world
2. The LSS provides curriculum with the following content: a. emphasis on correcting the omissions and misrepresentation of African Americans. Asian Americans, Latinos, Native Americans, women, and individuals with disabilities
b. history of cultural groups and their contributions in Maryland, the United States, and the world
c. historical events from diverse perspectives
d. political, social, and economic conditions experienced by cultural groups
e. exploration of racism, sexism, bias and prejudice experienced by cultural groups
3. The LSS provides curriculum which includes opportunities for students to demonstrate the foIlowing attitudes and actions: a. valuing one's heritage
b. valuing the uniqueness of cultures other than one's own
c. valuing the richness of cultural diversity and commonality
d. awareness of and sensitivity to individual differences within cultural groups
e. eliminating stereotypes related to race, ethnicity, region. religion, gender, socio-economic status, age, and individuals with disabilities (the "Diversity Factors" included in the ETM definition)
4. The LSS curriculum guides and instructional frameworks reflect the components listed above

IV. INSTRUCTION	Yes	No	NI	C
A. Climate 1. The LSS provides an instructional program that promotes: a. a school climate that reflects the diversity of the community
b. a school climate in which different cultural linguistic patterns are respected
c. a school climate in which harassment based on any diversity factors is not tolerated
d. a school climate in which incidents of intolerance or hate/violence based on any diversity factor are addressed in an equitable and timely manner
e. a school climate in which discipline is administered in an equitable manner for all cultural groups
f. a school climate that promotes the development of interpersonal skills that prepare students for a diverse workplace
B. Access and Grouping 1. The LSS promotes the grouping of students to reflect cultural diversity
2. The LSS ensures that a student may not be denied access to equally rigorous academic instruction on the basis of cultural background
3. The LSS assures that all students with disabilities are afforded access to classes and programs in the "least restrictive" environment
4. The LSS uses data disaggregated by race and gender to assess inequities in course participation, student placement, and grouping and to make adjustments to assure equity
5. The LSS assures that student organizations and extracurricular activities are open and accessible to all students
6. The LSS assures that there is equitable representation of diverse groups in special initiatives such as gifted and talented programs and in referrals of students for special education services
7. The LSS addresses any identified inequities by cultural groups in disciplinary actions such as suspensions and expulsions
C. Instructional Activities 1. The LSS implements instructional activities which recognize and appreciate students' cultural identities and learning styles
2. The LSS implements instructional activities that promote an understanding of and respect for a variety of ways of communicating, both verbal and nonverbal
3. The LSS implements activities that address racism, sexism, bias and prejudice
5. The LSS maintains disaggregated data by race, gender, and socioeconomic status on student achievement at the school system and school levels
6. The LSS develops strategies to address disparities in student achievement on state and local assessment as identified by use of disaggregated data.
7. The LSS develops benchmarks to identify progress in addressing disparities in academic achievement reflected in disaggregated data
8. The LSS reviews system-wide assessments and testing procedures to assure that they are bias free

V. STAFF DEVELOPMENT	Yes	No	NI	C
1. The LSS staff development plan includes experiences that prepare school system personnelto design, manage, implement and evaluate ETM
2. The LSS 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 LSS provides training: a. in assessing the prior knowledge, attitudes, abilities, and learning styles of students from varied backgrounds in order to develop ETM
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 inc urriculum and instruction
e. to recognize and correct inequitable participation in school activities by students andstaff from different backgrounds
f. to identify human resources for ETM
4. The LSS offers a professional development course in ETM or provides opportunities for staff to participate in courses offered in other Maryland school systems
5. The LSS 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 (central office, administrators, school board members. 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 LSS approved professional development workshops and courses include an ETM focus
9. Teacher evaluation instruments include item(s) related to effective ETM instructional skills
10. The LSS maintains a professional library that includes current professional development references for teachers and administrators on education that is multicultural

VI. INSTRUCTIONAL MATERIALS AND RESOURCES	Yes	No	NI	C
1. The LSS uses resource organizations and materials that promote cultural and ethnic understanding
2. The LSS uses instructional materials which reinforce the concept of the United States as a pluralistic society within a globally inter- dependent world, while recognizing our common around as a nation
3. The LSS incorporates multicultural instructional materials in all subject areas
4. The LSS involves parents and community members from diverse backgrounds as resources
5. The LSS maintains an E~M Resource Center or a mechanism for disseminating information to schools about current exemplary ETM instructional materials
6. The LSS provides instructional resources that assist students in demonstrating an understanding of an appreciation for cultural groups
7. The LSS maintains 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 groups 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

VII. PHYSICAL ENVIRONMENT	Yes	No	NI	C
1. Schools, central office buildings, and satellite locations are barrier free and accessible for people with disabilities
2. LSS buildings physically reflect diversity in displays and materials

VIII. POLICIES	Yes	No	NI	C
1. The LSS has written policies that prohibit discrimination against students and staff based on thediversity factors
2. Non-discrimination policies and statements are disseminated to all schools and included in staff and student handbooks and publications
3. The district has established procedures for students and staff to report discrimination complaints based on any of the diversity factors
4. LSS policies 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 district publications use bias free and gender fair language and visual images that reflect cultural diversity

IX. COMMUNITY OUTREACH	Yes	No	NI	C
1. The LSS actively involves parents, community members. and resource organizations that reflect diversity in developing policies and strategies to address ETM issues
2. Communications 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. LSS functions are held in facilities that are accessible to individuals with disabilities

X. PERSONNEL	Yes	No	NI	C
1. Equitable hiring and promotion practices are prescribed in district publications
2. LSS 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 system resides
4. Specific staff member(s) are designated to coordinate the implementation of ETM within the LSS

These comments relate to specific numbered and lettered items in this document that received a "NO" or "NEEDS IMPROVEMENT" rating. Provide the number and letter of each item (example: III.1.a).

School System _______________________________

School Year _________________________________

I. SUMMARY OF PROGRAMS AND ACTIVITIES

A. Curriculum

B. Instruction

C. Staff Development

D. Instructional Resources

III. DESCRIPTION OF HOW ETM ACTIVITIES RELATE TO STUDENT ACHIEVEMENT

IV. DESCRIPTION OF HOW PROGRESS HAS BEEN EVALUATED BY LSS

V. OTHER (optional)

School Year __________________

If any revisions have been made to the LSS Five-Year Plan, please describe below.

List the major initiatives or programs planned for the coming school year. Include information that demonstrates the relationship of multicultural initiatives and activities to enhancing student achievement.

School System _____________________________

School Year ____________________