What is cultural proficiency?
- 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.
Why is valuing diversity important and why do we have to “talk about” it in Carroll County Public Schools?
- 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)
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
- 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.
o 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.).
o 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.
o 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.
o The appeal will be processed according to the provisions of Section 4-205(c) of the Education Article.
o A decision shall be rendered by the Superintendent, or designee, within fifteen (15) school days of the receipt of the written grievance.
Grievance Procedure Steps
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.
o 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.
o 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.
o 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.
Appeal Procedure Steps
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.
What steps is Carroll County Public School taking to hire more minority educators?
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.
- 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.
What is the minority population in Carroll County Public Schools?
2. Select County and click on Carroll.
3. Move the cursor to demographics.
4. Select subgroup on the chart.
5. To view trend data click on any subgroup
What is Carroll County Public Schools doing to address discrimination in the schools?
- 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.