Equity & Inclusion Outreach
School/community partnerships are supportive, collaborative efforts created to achieve mutually agreed upon goals and activities intended to benefit students and ensure their success. Carroll County Public Schools encourages and supports business and community partnerships. The Office of Business and Community Partnerships brings schools, businesses and community organizations together in order to benefit our students. For partners, the benefits are immediate and long-term because an effective education system provides a strong foundation for economic success in our community.
To promote student success and achievement for all through an increase of community input and involvement.
Goals of the Office of Business & Community Partnerships:
- Support existing partnerships between Carroll County Public Schools, businesses, and community agencies to enhance the efforts of staff and community members.
- Create new partnerships between the school system, local schools, businesses, and community agencies to support the education of all children.
- Heighten community awareness of the desire of the school system to actively partner with local businesses and community agencies.
|Resources for Partnerships|
|Introduction to the partnership program and benefits||Partnership Overview|
|Examples of ways to partner with schools||Partnership Examples|
|Steps to take in order to start the partnership process|
|Partnership definitions, guidelines and standards||Partnership Definitions|
For additional information, or to become involved in Carroll County Public School System partnership enhancement efforts, please see contact information on the right.
Education That is Multicultural is required under state regulation to ensure quality and equity in education for all students regardless of race, ethnicity, region, religion, gender, language, socioeconomic status, age and disability. Carroll County Public Schools provides opportunities for students and staff to recognize their own culture and that of others, and respond to differences in a knowledgeable and respectful way.
Title 13A STATE BOARD OF EDUCATION
Subtitle 04 SPECIFIC SUBJECTS
Chapter 05 Education That is Multicultural
Authority: Education Article, §2-205(c) and (h), Annotated Code of Maryland
- .01 Scope
- .02 Definitions
- .03 Programs
- .04 Goals
- .05 Criteria for Instructional Resources
- .06 Planning and Implementation
- .07 Tests and Assessments
- .08 Monitoring and Reporting
A. Assurance of success for all students in Maryland is dependent upon quality and equity in education, which empowers students to make decisions on important social and personal issues, and take action to help solve them. The intent of this chapter is to provide for local school systems' guidelines and goals for education that is multicultural, that will enable the school systems to provide curricula, instruction, staff development, and instructional resources that are multicultural while recognizing our common ground as a nation. These will enable students to demonstrate knowledge, understanding, and appreciation of cultural groups in the State, nation, and world.
B. Education that is multicultural is a continuous, integrated, multiethnic, multidisciplinary process for educating all students about diversity and commonality. Diversity factors include but are not limited to race, ethnicity, region, religion, gender, language, socioeconomic status, age, and individuals with disabilities. It encompasses curricular infusion and instructional strategies in all subject areas. Education that is multicultural prepares students to live, learn, interact, and work creatively in an interdependent global society by fostering mutual appreciation and respect. It is a process which is complemented by community and parent involvement in support of multicultural initiatives.
C. In studying other cultures, teachers may not imply that there are no universal values.
A. In this chapter, the following terms have the meanings indicated.
B. Terms Defined.
(1) "Bias" means a mental leaning or inclination, or partiality.
(2) "Commonality" means a sharing of common features, characteristics, or traits, or all of these.
(3) "Cultural groups" means groups that identify by the factors of race, ethnicity, region, religion, gender, language, socioeconomic status, age, or disability.
(4) "Cultural linguistic patterns" means the patterns of language unique to each cultural group.
(5) "Discrimination" means an act of exclusion prompted by prejudice.
(6) "Diversity" means differences based on, but not limited to race, ethnicity, region, religion, gender, language, socioeconomic status, age, and disability.
(7) "Ethnicity" means the classification or affiliation of any of the racial groups or national divisions of people.
(8) "Master plan" means the comprehensive plan required by Education Article, §5-401, Annotated Code of Maryland, that describes the goals, objectives, and strategies that will be used to improve student achievement and meet State performance standards and local performance standards in each segment of the student population.
(9) "Master plan annual update" means the annual plan update submitted by each local board for review and approval by the State Superintendent on or before October 15 of each year as required by Education Article, §5-401, Annotated Code of Maryland.
(10) "Pluralistic society" means the existence within a nation or a society of groups distinctive in ethnic origin, cultural patterns, religion, or the like.
(11) "Prejudice" means an implied, preconceived, and unreasonable judgment or opinion, usually an unfavorable one marked by suspicion, fear, intolerance, or hatred.
(12) "Racism" means unequal or discriminatory treatment of, or attitudes towards, individuals or groups based on race.
(13) "Sexism" means unequal or discriminatory treatment of, or attitudes towards, individuals or groups based on gender.
(14) "Stereotype" means the belief that all the individuals of a certain group will be the same and behave in the same way.
A. Public schools shall include as part of curricular and program offerings appropriate instruction for developing knowledge, understanding, and appreciation of cultural groups in society.
B. The State Department of Education shall provide:
(1) Staff development and other forms of technical assistance to help with implementation of this chapter;
(2) Criteria, for use by local school systems in evaluating and selecting instructional materials and assessments for schools, which ensure that proper recognition is given to cultural groups:
(3) An annotated resource guide that:
(a) Assists local school systems in developing effective instruction, curricula, and staff development programs, and
(b) Is a synthesis of multicultural education resources identified; and
(4) Cross-referenced matches of multicultural goals with Maryland School Performance Program outcomes and curricular frameworks for all disciplines.
C. A multicultural focus in all State activities shall include assessments, publications, and curricular frameworks in each subject area.
A. The guidelines in §§B—D of this regulation have been developed to assist local school system personnel in the design, management, implementation, and evaluation of education that is multicultural in the context of the 5-year master plan and master plan annual update cycles. The guidelines are divided into three areas of curriculum, instruction, and staff development, each of which includes a goal statement and objectives.
(1) Goal. To provide Pre-K—12 curriculum, which enables students to demonstrate an understanding of and an appreciation for cultural groups in the United States as an integral part of education for a culturally pluralistic society. The curriculum shall enable students to apply these skills to fully participate in the democratic process of their community, State, nation, and world. The curriculum includes the following content:
(a) Emphasis on correcting the omissions and misrepresentations of African Americans, Asian Americans, Latinos, Native Americans, women, and individuals with disabilities;
(b) The history of cultural groups and their contributions in Maryland, in the United States, and in the world;
(c) Historic events, situations, conflicts, and interpretations from diverse perspectives;
(d) Political, social, and economic conditions which cultural groups have experienced and continue to experience in the United States; and
(e) As appropriate, issues of racism, sexism, bias, and prejudice as these affect the behavior and experience of individuals and groups.
(2) Goal. To provide Pre-K—12 curriculum, which develops the valuing of cultural groups in the United States as an integral part of education for a culturally pluralistic society. The curriculum shall provide opportunity for students to demonstrate the following 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) Respecting diverse cultural groups throughout the world;
(e) Awareness of and sensitivity to individual differences within various cultural groups; and
(f) Eliminating stereotypes related to race, ethnicity, region, religion, gender, socioeconomic status, age, and individuals with disabilities.
(1) Goal. To provide Pre-K—12 instruction which will enable students to develop an understanding of and appreciation for cultural groups as an integral part of education for a culturally pluralistic society.
(2) The instructional program shall:
(a) Promote a school climate that reflects the diversity of the community;
(b) Promote a school climate in which different cultural linguistic patterns are respected;
(c) Promote grouping of students to reflect cultural diversity;
(d) Ensure that a student may not be denied access to equally rigorous academic instruction on the basis of cultural background;
(e) Use instructional activities which recognize and appreciate students' cultural identities and learning styles;
(f) Address racism, sexism, bias, discrimination, and prejudice;
(g) Use organizations promoting cultural and ethnic understanding;
(h) Use instructional activities that promote an understanding of and a respect for a variety of ways of communicating, both verbal and nonverbal;
(i) Use 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;
(j) Incorporate multicultural instructional materials in all subject areas; and
(k) Provide opportunities for students to analyze and evaluate social issues and propose solutions to contemporary social problems.
D. Staff Development.
(1) Goal. To include in staff development experiences that prepare school system personnel to design, manage, implement, and evaluate multicultural education.
(2) The experiences in §D(1) of this regulation include:
(a) Activities which involve professional and support staff in exploring attitudes and feelings about their own cultural identity;
(b) Activities to identify instructional strategies, techniques, and materials appropriate for education that is multicultural;
(c) Training in assessing the prior knowledge, attitudes, abilities, and learning styles of students from varied backgrounds in order to develop multicultural instructional programs;
(d) Training to recognize and correct stereotyping, discrimination, bias, and prejudice;
(e) Training for fostering greater intergroup understanding;
(f) Training to recognize and correct the omissions and misrepresentations of groups and individuals in curriculum and instruction;
(g) Training to recognize and correct inequitable participation in school activities by students and staff from different backgrounds; and
(h) Training to identify human resources for education that is multicultural.
A. Goal. To provide instructional resources which assists students in demonstrating an understanding of and appreciation for cultural groups.
B. Selection of multicultural resources includes all of the following minimal criteria:
(1) Materials that avoid stereotyping, discrimination, bias, and prejudice;
(2) Materials that reflect the diverse experiences relating to cultural groups and individuals;
(3) Instructional materials in all content areas that represent society as multicultural; and
(4) Human resources to help students demonstrate an understanding of and respect for cultural diversity.
A. Each local school system shall incorporate into the master plan and master plan annual updates information relating to the progress toward achieving the goals and guidelines set out in Regulations .03—.05 of this chapter.
B. The Department shall review each master plan or master plan update within established time lines to determine whether the plan or plan update complies with the requirements of Education Article, §5-401, Annotated Code of Maryland, the implementation guidelines issued by the Department, and the requirements of this chapter.
C. The State Superintendent shall report annually to the State Board the results of the reviews of the master plans and master plan updates.
A. The State Superintendent of Schools shall designate staff to conduct monitoring to review, assess progress, and determine needs and deficiencies of the local boards of education in implementing the requirements of this chapter.
B. Beginning March 1, 2006 and every 3 years thereafter, the State Superintendent shall report the results of the Department monitoring to the State Board, to the Governor, and to the members of the General Assembly.
Effective date: July 29, 1970
Regulations .02—.04 adopted effective December 14, 1979 (6:25 Md. R. 1983)
Regulations .01—.03 amended, Regulation .04 repealed and new Regulation .04 adopted effective January 15, 1989 (15:27 Md. R. 3132)
Regulations .01—.04, Ethnic and Cultural Minorities, repealed effective November 8, 1993 (20:21 Md. R. 1656)
Regulations .01—.07, Education That is Multicultural, adopted effective November 8, 1993 (20:21 Md. R. 1656)
Regulation .01C adopted effective June 6, 1994 (21:11 Md. R. 952)
Regulation .02B amended effective November 7, 2005 (32:22 Md. R. 1757)
Regulation .03B amended effective November 7, 2005 (32:22 Md. R. 1757)
Regulation .04A amended effective November 7, 2005 (32:22 Md. R. 1757)
Regulation .05B amended effective November 7, 2005 (32:22 Md. R. 1757)
Regulation .05-1 adopted effective November 29, 1999 (26:24 Md. R. 1858)
Regulation .05-1 repealed effective July 21, 2003 (30:14 Md. R. 937)
Regulation .06 amended effective November 29, 1999 (26:24 Md. R. 1858)
Regulation .06 amended effective November 7, 2005 (32:22 Md. R. 1757)
Regulation .07 amended effective November 7, 2005 (32:22 Md. R. 1757)
Regulation .08 adopted effective November 7, 2005 (32:22 Md. R. 1757)
The parents and communities of Carroll County represent a source of support, as well as an important resource for the Carroll County Public School System. Schools, parents and communities must work as knowledgeable partners in the education of all students.
The Board of Education endorses meaningful partnerships among schools, parents, family members and communities and expects parent participation on school system and school committees in order to promote the social, emotional and academic growth of students. The following are standards from the framework for this policy.
- Communication - Open and ongoing, two-way, meaningful communication is promoted among home, school and the community.
- Parenting - Parenting skills are fostered and supported.
- Student Learning - Parents, families, and the community play an integral role in assisting student learning.
- Volunteering - Parents, families, and community members are welcomed in the school system. Their support and assistance are sought, encouraged and recognized.
- Decision-Making and Advocacy - Parents, families, and community members are active partners in the decisions at the school and system levels.
- Collaborating with Community - Community resources are used to strengthen schools, families, and student learning.
Adopted by the Board of Education of Carroll County, MD, May 14, 2008.
See the Administrative Regulations for additional information on the implementation of this policy in Carroll County Public Schools.
Carroll County Public Schools believes that family involvement is a very important part of a child's education. A number of sources of information and resources are provided by the school system to support parents in taking an active role in their child's education. Visit the links below for information about school activities and concerns. Contact your neighborhood school or central office for more information, questions or comments
- What is ETM?
- What is cultural proficiency?
- Why is valuing diversity important and why do we have to “talk about” it in Carroll County Public Schools?
- What is Carroll County Public Schools doing to address discrimination in the schools?
- Who can I talk to in the school system when I feel I have been treated unfairly? Please read the following procedures for the Grievance and Appeal Process. GRIEVANCE AND APPEAL PROCEDURES
- What steps is Carroll County Public School taking to hire more minority educators?
- What is the minority population in Carroll County Public Schools?
Means quality and equity in education
- Includes continuous, integrated, multiethnic, multidisciplinary approach for educating all students
- Refers to diversity that includes, but is not limited to: race, ethnicity, region, religion, gender, language, socioeconomic status, age and disabilities
- (State Regulation 13A.04.05.00)
- COMAR Website :Division of State Documents
Carroll County Public Schools' Definition:
Multicultural Education is an approach to understanding and embracing the differences within the learning community. Individuals build supportive relationships that model respect, empathy and self-awareness. Instruction is flexible enough to allow for diversity of learning styles and personal perspectives in order to empower students to negotiate in a global society.
Cultural proficiency is the knowledge, skills, attitudes and beliefs that enable people to work well with, respond effectively to, and be supportive of people in cross-cultural settings.
Lindsey, Randall B., Graham, Stephanie M., Westphal, Jr., R. Chris, and Jew, Cynthia L. Culturally Proficient Inquiry A Lens for Identifying and Examining Educational Gaps, (2008) California: Corwin Press.
- Valuing diversity in CCPS is important in the school community. A diverse population has different backgrounds, experiences, knowledge and understanding. The mission of CCPS is to create a school culture where all students, regardless of cultural and linguistic background, are welcomed and supported and provided with the best opportunity to learn. Dimensions of diversity include, but are not limited to: age, ethnicity, gender, physical abilities/qualities, race, sexual orientation, educational background, geographic location, income, marital status, military experience, parental status, religious beliefs, work experience and job classification.
- Diversity as a concept focuses on a broader set of qualities than race and gender. In the context of the school community, valuing diversity means: creating a learning environment that respects and includes differences, recognizing the unique contributions that individuals with many types of differences can make, and creating a school environment that maximizes the potential of all individuals.
- Loden, Marilyn Implementing Diversity by McGraw Hill Publishing, Burr Ridge, IL. (1996)
Carroll County Public Schools is implementing the new Maryland Bullying, Harassment and Discrimination Policy. The school system’s policy and reporting forms are found on www.carrollk12.org. CCPS also provides on-going staff development in cultural proficiency. In addition, middle and high school students have an opportunity to participate in multicultural leadership conferences.
Grievance and appeal procedures exist to give students the opportunity to resolve a complaint regarding an alleged violation, misinterpretation or inequitable application of an established school rule, regulation, policy, or administrative regulation. At any level of the grievance or appeal procedure, the student has the right to involve a representative (parent, guardian, etc.) on his/her behalf. Students have the right to frankly discuss their problems and concerns with staff members without fear of retribution.
- The grievance procedure serves to resolve complaints about decisions made by school staff regarding school or Student/Parent Handbook rules or regulations (membership on a team, classroom rules, etc.).
- The student is first encouraged to discuss the issue in question with the professional person (teacher, or other staff member) who originally made the decision, in an effort to resolve the issue at the lowest level. If the issue has not been resolved at this level, it may then be grieved, in writing, to the principal within three (3) school days of the date on which a resolution could not be reached.
- The principal shall render a decision in writing to all parties involved within five (5) school days of the receipt of the written grievance. If the student is not satisfied with the principal’s decision, he or she may then file an appeal, in writing, to the Superintendent of Schools within five (5) school days of the principal’s decision.
- The appeal will be processed according to the provisions of Section 4-205(c) of the Education Article.
- A decision shall be rendered by the Superintendent, or designee, within fifteen (15) school days of the receipt of the written grievance.
- Student Grieves to
- Professional Person who Originally Made the Decision (coach, teacher, etc.)
- Appeal to Superintendent of Schools (or Designee)
Note: In each high school, a trained peer facilitator will be available to assist a student in understanding and implementing the grievance procedure.
- The appeal procedure serves to resolve complaints regarding more serious discipline of students (suspension, extended suspension, expulsion, etc.) enforced by administrators and relating to established policy or administrative regulation.
- When a student is disciplined, the student will be given notice of the charge against him/her and the opportunity to explain the alleged incident. If the issue is not resolved at this level, it may then be appealed, in writing, to the principal within three (3) school days of the date on which a resolution could not be reached. The principal shall render a decision in writing to all parties involved within five (5) school days of such an appeal. If the student is not satisfied by the principal’s decision, he or she may then appeal the decision, in writing, to the Superintendent of Schools within five (5) school days of the principal’s decision.
- The standard of review for each appeal will be based upon the preponderance of evidence. The decision will be made based upon the facts of the matter and a determination as to whether the decision of the principal was legal, non-arbitrary and reasonable. The appeal will be processed according to the provisions of Section 4-205(c) of the Education Article. A decision shall be rendered by the Superintendent, or designee, within fifteen (15) school days of such an appeal. The decision of the Superintendent may be appealed to the Board of Education, if taken in writing within thirty (30) days after the decision of the Superintendent. The decision may be further appealed to the State Board, if taken in writing within thirty (30) days after the decision of the County Board of Education.
- Student appeals to
- Superintendent of Schools
- Carroll County Board of Education
- Maryland State Board of Education
Note: In the case of discipline situations which result in the principal recommending a suspension beyond 10 school days or an expulsion, the Superintendent, or designee, will schedule a conference with the student and parent(s)/guardian(s) within 10 school days of the date of the suspension notice. The student will be given notice of the charges against him/her and the opportunity to explain the alleged incident. The first appeal of a suspension for more than 10 days or an expulsion is to the County Board of Education under Section 7-305 of the Education Article.
In general, minorities are underrepresented in the education profession. Increasing the number of minorities hired is difficult at a time when Carroll County Public Schools (CCPS) is hiring one third fewer teachers each year due to a decline in student enrollment. When we have positions to offer, we must compete with other local education agencies to attract a decreasing pool of minority candidates. Other local education agencies when compared to Carroll County have a more diverse population and many offer higher pay and benefits.
The following strategies have been established to attempt to increase diversity in the CCPS workplace:
CCPS was represented at thirty teacher recruitment venues during the 2010 school year, ten of them were teacher job fairs focused on diversity.
In 2007, CCPS began a partnership with the Carroll County Chapter of the NAACP to assist with recruiting.
CCPS offered teacher contracts earlier in the year than other school systems to hire for the 2012-2013 school year. Offers were made to 15 minority candidates, 12 accepted, and 4 declined our offer of employment.
Since 2000, the minority student population in Carroll County Schools has more than doubled. To see actual enrollment data on the internet, follow these directions:
- Go to http://mdreportcard.org
- Select County and click on Carroll.
- Move the cursor to demographics.
- Select subgroup on the chart.
- To view trend data, click on any subgroup