- - - - - - - - - - - - - - - - - - - - - -
  Awards and Recognition
  Bridge to Excellence
  Charter Schools
  Common Core State Standards
  Environmental Programs
  Equity Assurance
  ESEA Flexibility
  ESOL/Title III
  Family Literacy
  Financial Literacy
  Gifted and Talented
  Homeless Education Assistance
  Maryland Skills2Compete
  Military Families
  Multicultural Education
     ETMA Documents
  No Child Left Behind
  Parent Involvement Matters Award
  Race to the Top
  Residential Education Program
  Response to Intervention
  School / Community Nutrition
  School Wellness Policy
  STEM Education
  Teacher and Principal Evaluation
  Technology/Library Media
  Title I
  21st Century Learning Centers
Programs > Multicultural Education > ETM Reports
ETMA Course

Certification Credit for Continuing Professional Development Experience






Local School System Sponsor: Maryland State Department of Education


MDSE Liaison: 200 West Baltimore Street, Baltimore MD 21201


Contact Person: Woodrow B. Grant, Jr. Chief, Equity Assurance & Compliance Branch (EACB)

Title of Experience: Education That Is Multicultural and Student Achievement


Subject Area: Multicultural Education


Major Emphasis: Multicultural Education Regulation  (COMAR 13A.04.05)

Intended Audience: Local School System Teachers and Administrators

Instructor/Coordinator: Linda Shevitz, EACB 410-767-0428


Beginning Date: September 2008

Closing Date: September 2013


Amount of Credit Requested: Three



Date Received for Registry:



Chief Program Approval and Assessment Branch:



Forward to:



                                                Program Approval and Assessment Branch

Division of Certification and Accreditation

                                                Maryland State Department of Education

                                                200 West Baltimore Street

                                                Baltimore, MD 21201-2595


MSDE 0153  12/98


Note: Contact person and instructor’s résumés is on file in the Equity Assurance and Compliance Branch, MSDE.




In-Service Course Proposal



Course Title:                          Education That Is Multicultural and Student Achievement


Name of Instructor(s):           Multiple Instructors


Suggested Time:                    45 hours; 15 3-hour Sessions


Number of Credits:                Three (3)


Description of Experience:    This course is designed to share strategies to infuse Education That Is Multicultural into curriculum, instruction, professional development, assessment, school climate, and instructional materials in order to ensure that all students will achieve.  The purpose of the course is to provide professional development experiences for Maryland educators related to


&               designing curriculum and instruction for education that is multicultural and acceleration of student achievement

&               improving inter-cultural communication

&               establishing culturally supportive learning environments

&               reducing prejudice, bias, harassment, and discrimination

&               advancing educational equity in student assessment and achievement

&               identifying and selecting bias-free instructional materials


This course is designed to reflect the components of the following documents and guidelines


&               The State of Maryland Education That Is Multicultural Regulation (COMAR 13A.04.05)

&               Professional Development Competencies for Enhancing Efficacy in Implementing Education That Is Multicultural and Accelerating Minority Achievement

&               Maryland Local School System Education That Is Multicultural Protocols

&               Local Bridge to Excellence Master Plan

&               No Child Left Behind


Rationale:                               Each local school system and MSDE must demonstrate full rigorous compliance with all components of the Education That is Multicultural Regulation including curriculum infusion, instruction, staff development, climate, and instructional resources.


                                                Education That Is Multicultural is an educational component that has significant impact on student achievement.  Infusion of Education That Is Multicultural will contribute to student growth and success by fostering a positive school climate that addresses issues of diversity and promotes high expectations for all.  Therefore, it is essential that personnel involved in the education of students receive training that prepares them to design, manage, implement, and evaluate Education That Is Multicultural.


Impact On Students:              The training should prepare personnel cognitively and affectively to be successful with all students notwithstanding cultural and economic background to


&               increase student achievement

&               ensure equitable access and support for all students to participate in the highest level of teaching and learning programs

&               prepare students academically and socially to participate successfully in a diverse society

&               strengthen students’ pride in themselves and their cultural identities

&               increase awareness and understanding of commonality and diversity among individuals and groups


Performance Outcomes:        As a result of this course, participants will


&               Explore their own cultural experiences and identify how they impact the learning environment of students

&               Develop sensitivity to cultural bias in instructional materials and texts, in classroom patterns of thinking, in modes of communication, and in teaching/learning strategies (cultural refers to diversity factors, including but not limited to race, national origin, ethnicity, gender, disability, socioeconomic status, religion, and region)

&               Enhance the understanding of how the construction of knowledge, learning styles, and multiple intelligences impact teaching and learning

&               Articulate and model high expectations that result in achievement for all

&               Enhance their ability to differentiate instruction


Evaluation:                             Participants will be evaluated based upon successful completion of the following


&               A reflective response log incorporating content from each session

&               A personal action plan for eliminating bias, prejudice, and discrimination in the classroom

&               Evaluation of instructional materials

&               Instructional activity or lesson (or unit) plan that includes strategies that support the tenets of an education that is multicultural, diverse learning styles, multiple intelligences, and multiple perspectives

&               Identification and use of non-biased assessments and measures of student learning


Assignments:  Participants will complete:


      1.  A reflective response Log


2. An instructional unit/ lesson plan including assessment measures


3. An evaluation of selected instructional materials


4. Assignments as indicated for each session


5. Specific goals that include multicultural instructional practices



Instructional Resources/Bibliography:


(See attached)

Maryland State Department of education

Equity Assurance and Compliance Branch

In-service Course Design


Course Title:  Education That Is Multicultural and Student Achievement

Contact Person: Linda Shevitz  410-767-0428

Dates of Course: Approved from September 2003 – September 2008 (Pending)


NOTE:  For all items below that have a ** marking,  related handouts are provided in a course  “Toolbox” available to local school systems teaching the course.   In addition to specific handouts for each class session, the Toolbox contains a range of supporting materials that can be used throughout the course.  The Toolbox is available from the Equity Assurance and Compliance Branch, Maryland State Department of Education  -- phone 410-767-0433; fax 410-767-0431; email   lshevitz@msde.state.md.us




Session Objectives

Reflection Journal Assignments/ Resources/ Activities

Session Assessment


Session 1



Overview ETM Regulation/ Vocabulary



At the end of this session, participants will be able to…


Become aware of the vocabulary of Education That is Multicultural.         **


Become aware of background and scope of ETM Regulation, ETM Protocols, ETM Core Competencies.                           **


Describe implications of ETM by-law related to teaching and learning.


Participants will:



Review MSDE/ ETM documents to gain meaning of related vocabulary.


Complete a self assessment of their 

multicultural awareness.


Reflect on the by-law and how it

impacts on their responsibility related

to student achievement and  cultural



Participants will:


Identify areas / items on the self-awareness checklist to gain additional information during the scope of this in-service course.      **


Complete journal entry related to

participants professional responsibility in implementing the ETM regulation.

Session 2



What is Culture?





At the end of this session, participants will be able to…


Define the term culture and how it impacts student learning.


Describe mainstream American culture and how it shapes teaching and learning.




Identify and reflect on key aspects of their own cultural identity.




Participants will:



Identify the nine Universals of Culture and the elements of surface, folk, and deep culture.  **


Explore the central features of mainstream American culture and describe how those features shape our daily lives in and out of schools.


Reflect upon their cultural identity using the  eight factors of diversity in the Education That Is Multicultural Regulation.

 Participants will:


Complete a journal entry that indicates how the Universals of Culture can be considered in their instruction and how deep culture influences teaching and learning.


Complete a written activity in which they describe how school policies and procedures are reflective of mainstream American culture.


Write a definition of self in relationship to the factors of diversity in the Education That Is Multicultural Regulation.

Session 3









At the end of this session, participants will be able to…


Define cultural proficiency and describe the six phases of the cultural proficiency continuum.                                       **


Describe the essential elements of cultural proficiency at a personal level and an institutional level.


Identify barriers to cultural proficiency.


Identify specific actions individuals and school staff can take toward the development of culturally proficient classrooms, schools, and workplaces.





Participants will:


Complete a jigsaw activity to identify the essential elements of cultural proficiency at the personal and institutional levels.


Match commonly heard school phrases and common behaviors to the six phases of the cultural proficiency continuum.


Read Beyond the Tip of the Iceberg – Five Stages Towards Cultural Competence to make connections between surface and deep culture and cultural proficiency.                        **


Assess their school’s alignment with the essential elements of cultural proficiency.


Brainstorm, record, and discuss effective strategies for improving personal cultural proficiency and that of their classrooms/workplaces.

Participants will:


Self-assess their personal level of cultural proficiency and name three specific actions they will take to increase their cultural proficiency.


Using their assessment of their school’s/workplace’s alignment with the essential elements of cultural proficiency, describe three specific actions that could be taken to increase the cultural proficiency of the school/workplace.


Complete a journal entry in which they reflect on aspects of their own deep culture as it relates to their classroom/workplace situation.


Session 4


Promoting the Value of Diversity




















Session 5









At the end of this session, participants will be able to…


Describe some of the cultural similarities and differences between cultures.


Define and describe youth culture and the youth cultural groups specific to their school.


Describe how the deficit model of teaching and low student expectations can arise from unrecognized gaps in students’ and teachers’ cultural backgrounds.


Use a variety of strategies to identify and explore the beliefs, values, attitudes, and patterns of behavior of cultural groups, their own cultural group and those of their



Identify strategies that are culturally responsive to diverse students.


At the end of this session, participants, will be able to…


Explain the importance of Differentiated Instruction for diverse learners.


Define and use terminology related to learning styles and differentiated instruction (as identified by the county) i.e., Mind Styles, modalities, Learning Styles, Multiple Intelligence, and explain their relevance to differentiation of instruction and student learning.




Participants will:



Complete the Me Too matrix that relates to the Universals of Culture introduced in session 2.


Use the Cross-Cultural Experience and Interview Format to interview a member of another cultural group and share the cultural similarities and differences that were discovered.                                        **


Share aspects of their cultural identity through strategies such as identity circles and artifacts.


Discuss how gaps in teachers’ and students’ cultural backgrounds can put students of color, students from poverty, and English language learners at academic risk in schools.


Review the work of Wade Boykin and brainstorm instructional strategies that are reflective of his work.                      **


Participants will:


Review Carol Ann Tomlinson’s model of instruction with a focus on student learning profiles.                                              **


Complete the Teacher Differentiated Instruction Self-Reflection Check Sheet. **


Complete a teacher learning style and student learning style assessments.                  **



Participants will:



Develop a profile of their school’s cultural makeup that includes students and staff and that reports disaggregated student achievement data. 


Complete a journal entry in which they describe the implications of the cultural profile in terms of cultural proficiency and closing the achievement gap.


Describe a student from a culture different from their own and describe three new instructional strategies that could be more responsive to the student’s cultural background.







Participants will:


Complete a journal entry responding to the question “How can my classroom be structured as a culturally supported environment that incorporates instruction to include my students’ learning styles.”


Design a classroom that supports, illustrates, and demonstrates a culturally supportive environment that incorporates instruction to address students’ learning styles.  (First Draft- to be refined over the next two sessions)




Use formal/informal learning style assessments to ascertain the teacher’s and students’ learning preference.



Read and summarize one article related to learning styles and identify learning style strategies that have been used in their lessons as a form of self-assessment.


Examine prepared lessons and/or videos of lessons and identify the learning style types that have been used.                            **


Generate a list of indicators (factors, behaviors, characteristics) they have observed in their students that indicate their learning styles.



Session 6

Learning Styles         and       Teaching  Styles




At the end of this session, participants will be able to …


Discuss and analyze how to meet the needs of diverse learners in instruction and assessment.


Demonstrate the acquisition of skills to ensure that all students have a chance to learn in the way that is best suited to their needs.


Identify and analyze connections between cultural factors, background experiences and individual preferences, which contribute to teaching styles.


Participants will:


Share student learning style assessment results and develop a lesson plan to address the student’s instructional needs.


Work on a variety of activities that focus on development of skills to identify and address the diverse learner’s needs through the infusion of learning style strategies.


Locate an article related to learning styles  /differentiated instruction and write an abstract on recommended instructional strategies.


Take and process the Gregorc, Silver and Strong or other inventory of Teaching Styles used by the county’s specified theorist.


Participants will:


Identify two new learning styles strategies, incorporate them into a lesson plan, and implement in the classroom before the next session


Examine and refine as needed their journal entry from Session 5; include how assessment means are aligned with instructional strategies.


Compose a list of cultural factors and individual preferences that contribute to their own teaching style.

Session 7


Multiple Intelligences






At the end of this session participants will be able to…


Identify the multiple intelligences and the benefits to the diverse learner.


Discuss and expand their knowledge of Multiple Intelligence and its impact on diverse learners.


Use a variety of assessment tools to identify their students’ multiple intelligences and their own.


Incorporate assessment strategies into lesson plan activities that capitalize on students’ learning style strengths.




Participants will:



Complete the activity Human Intelligence Hunt and /or a multiple intelligences assessment  “How Do I Teach?” and discuss how their instructional practices address the students’ multiple intelligences.                                 **


Read and discuss articles such as: Integrating Learning Styles and Multiple Intelligences,

Eight Ways of Being Intelligent, Multiple Intelligences in Traditional School Programs, Merging Theories: Implications for Black Students, and Nine Dimensions of Afrocultural Expression.   



View and discuss a video(s) on multiple intelligences and indicate how integrating strategies that support the multiple intelligences benefits diversity and differentiated instruction.




Participants will:



Analyze the outcome of the completed lesson plans/activities developed and implemented in Session 6.


Use the “Multiple Intelligences Toolbox “ chart to assess at least one student’s multiple intelligence and plan, implement with a group or class, and critique a lesson that incorporates strategies that address multiple intelligence.                                   **


Complete a journal entry using information from sessions 1-4, respond to the question, “How can my classroom be structured as a culturally supported learning environment?”


Examine and refine, as needed based on information presented in this session, their journal entry from Session 6. (To be presented in next session.)



Session 8


Assessment and              DOL



At the end of this session participants will be able to…


Identify differences between authentic assessment vs. standardized testing.


Identify steps for using assessments as an effective tool for accountability.


Develop an assessment tool that is aligned with differentiated instruction.


Explore the concepts and components of Dimensions of Learning.










*Based on participants’ knowledge of UBD-

Explore the concepts and components of Understanding by Design (UBD).   **

Participants will:


Discuss reasons for assessments, the new assessment paradigm, Socratic questioning, and rubrics in an effort to create authentic assessments that address the learning styles of a diverse population.


Identify guidelines used by curriculum

writers to design assessments.


Complete a jigsaw activity to discuss the article “Steps to Using Assessment as an Effective Tool for Accountability”.               **


In groups examine, discuss and identify the five Dimensions of Learning incorporated in a given lesson plan.






* In groups examine, identify, and discuss the steps of the backward mapping process of Understanding by Design and identify the Dimensions of Learning strategies in a sample curriculum unit.


Participants will:


Present their design of a classroom that supports, illustrates, demonstrates a culturally supportive environment and incorporates instruction to address students’ learning styles.


Write authentic assessments and activities based on practices that differentiate instruction to meet the needs of diverse learners.


Critique an assessment either formal or informal that was developed and/or is implemented at the school, district or state level.


Use a DOL check list to identify the which Dimension and strategies they use in their classroom instruction on a regular basis   **






* Work as a group to outline a mini unit (bridge unit of 3 to 5 lessons) based on Understanding

By Design and ETM principles related to culture or cultural proficiency.


Session 9



Intercultural Communica-tion

























At the end of this session, participants will be able to…


Explain how national demographic trends are reflected in his/her school setting.


Identify cultural differences in verbal and non-verbal communication in order to foster greater inter-group understanding.  


Articulate the general principles of second dialect acquisition (Bidialectalism) and registers of language, including implications for instruction of the formal register of language.















Participants will:


Review and discuss data documenting trends in U.S. cultural populations, socio-economics, etc.


Complete inventory on “Assessing Multicultural Education.”                    **


In groups, jigsaw articles/handouts related to written, oral and non-verbal communication, such as:

-   Cultural “Impacts”

-   Body Language

-   Developing a Supportive Climate

-   Tactics for Removing Cross-Cultural Barriers

-    Points to Remember About Cross

   Cultural Relationships 


React to listing of “Aspects of Behavior and Interactions Which are Influenced by Cultural Differences” such as time, eye contact, personal space, conversation style, etc.        **


Read article on principles of second dialect instruction and Montano-Harmon’s language registers and share observations of students’ dialects and language registers.                  **

Participants will:


Reflect in a journal entry how the demographics in their schools compare to national figures. 


Self-assess their progress through the Three Stages of Multicultural Growth and/or

“Assessing Multicultural Education.”

Develop and implement with students one or more strategies that further cross-cultural communication and styles of students.       **


Develop strategies to teach students formal- register language (Standard English). 


Session 10



Language Learners





At the end of this session, participants will be able to…


Discuss the elements of language and communication that impact teaching and learning in a culturally diverse society.


Developed a heightened awareness of the issues facing English language learners in school and the community.


Implement teaching strategies that promote the academic achievement of English language learners.


Participants will:


Self-assess what they know about language, culture, and communication.


Discuss verbal and nonverbal aspects of

language and communication that

impact student attitudes and behaviors.


Engage in simulations in which they are second language learners.                                    **


Read about and discuss the strategies that helped and hindered their performance in the second language learning simulations.


Discuss research-based strategies for assisting second language learners develop English language skills while acquiring academic content.


Participants will:


Locate and read one article on minority language students and complete a written reflection on how new information and insights about language, culture, and communication can be applied in their classroom.


Using the research and information shared in class about teaching second language learners, plan a lesson that will meet the language and content needs of a case study student.


Using the research and information shared in class about teaching second language learners, plan a lesson that will meet the language and content needs of a second language learner in their class.


Session 11



Stereotypes/ Bias/ Prejudice

At the end of this session, the participant will be able to…


Define equity, equality, stereotyping, discrimination, bias and prejudice and give examples of each



Recognize and correct stereotyping, discrimination, bias and prejudice personally and in the classroom


Discuss cultural tendencies/patterns vs. stereotyping.



Participants will:


Read and discuss the Pyramid of Hate; give personal or current event examples of the effects of stereotyping, prejudice, bias and/or prejudice.                                   **


Review information and statistics concerning Bullying and Harassment in American Schools.


Read articles such as “Strategies for Diverse Learners” and “Racism and the Achievement Gap” and discuss the negative impact of prejudice, bias and racism on learning.    **

Participants will:


Complete journal entries that are self-reflective related to stereotyping, discrimination, bias and prejudice. 


Analyze and compare television-viewing checklists related to the portrayal of minority groups.


Identify categories in Pyramid of Hate that  reflect on a news event. 


Develop an action plan to address bullying and harassment in their own school setting.

Session 12


Providing Educational Equity Grouping








At the end of this session, participants will be able to…


Develop a heightened awareness concerning equity issues such as grouping and disproportionality in:

      -  special education

      -  discipline referrals

      -  suspensions

      -  AP enrollment

      -  higher level course enrollment

      -  equal access to services

      - gifted and talented population

Articulate a professional philosophy related to teacher expectation and student achievement, recognizing that bias and stereotyping negatively affect teacher expectation.


Plan instruction using a variety of grouping practices that support diversity.

Participants will:



Discuss the listed equity issues examining the following:

        -  known illustrations of the issues

        -  reasons for the inequities

        -  strategies to address the issues


Locate/read/discuss an article related to teacher expectation and student achievement.


Analyze a discipline referral in which cultural differences were a contributory factor.








Participants will:



Write a journal entry related to exploring their thoughts on teacher expectation and equity issues.


Analyze the current guidelines in a classroom/school/workplace to determine whether they are culturally responsive.











Session 13





At the end of this session, the participant will be able to…


Recognize the need for the components in a multicultural curriculum and its effect on the diverse learner.


Identify the levels of infusion and infusion goals.


Write multicultural objectives for specific content/subject and describe at least two ways to structure differentiated lessons to meet the needs of diverse learners.





Participants will:



Complete the worksheet entitled “How Culturally Literate Are You?”                **


Use various activities/strategies to strengthen the understandings and concepts supporting multicultural curricular.  Some possible materials are: 

-       Multiculturalism is a Thread

-       ETM Infusion Outcomes

-       Core Values Wheel – Christine Bennett

-       The Multicultural Curriculum Should…

-       Curriculum Guidelines for Multicultural Education

-       Levels of Infusion of Ethnic Content (Banks)                                        **

Examine several traditional objectives written for specific subjects and discuss the changes that make each multicultural.


Locate, read and critique article related to multicultural curriculum, i.e. A Framework for Infusing Multicultural Curriculum into Gifted Education by Ford and Harris                 **

Participants will:



Respond to the following question in the journal, “What ETM Infusion Goals would you use in your teaching?  Explain.


Complete the “Quiz – Approaches for Integration of Multicultural Content”. **


Present abstract of article.


Rewrite traditional objectives to make them multicultural aspects.



Session 14


Instructional Materials and ETM Resources





At the end of this session, the participant will be able to …


Become aware of some of the forms of bias in curricular and instructional materials. 


Identify specific examples of bias in curricular materials.



Identify resources for ETM instructional and reference resources.








Participants will:



Examine instructional materials for biases, including invisibility, stereotyping, imbalance, unreality, fragmentation/isolation, and linguistic patterns.



Relate new information gained about forms of bias to prior knowledge and discuss sample revisions for biased materials.



Explore sources for ETM resource materials and references.                                          **



Participants will:



Use a sample multicultural education materials evaluation instrument to assess/evaluate instructional materials used in their school districts for bias and inclusion of diverse populations and perspectives.      **


Complete a journal entry reflecting how bias in curricular and instructional materials impacts on student achievement.



Share exemplary multicultural resources and references with class participants.



Session 15


Course Application





At the end of this session, participants

will be able to…


Identify how what was learned from the course can be applied to educational settings.


Assess the strengths of the course and make recommendations for improvement.










Participants will:



Share with class members ETM lessons/units developed during the course.


Complete a personal assessment of what professional knowledge was gained from the course.


Develop a list of personal/professional actions to apply what was learned in the course in the classroom, school, school system, or educational workplace.



Complete a course evaluation.



Participants will:



Provide feedback to class members on ETM lessons presented.


Complete personal reflections logs.



Submit a summary of professional knowledge gained. **


Delineate steps to be taken to apply professional knowledge gained.                                    


Submit a course evaluation.                          **








Contact Information
, Equity Assurance and Compliance Branch
Maryland State Department of Education
200 West Baltimore Street
Baltimore, MD 21201
Maryland State Department of Education
200 West Baltimore Street
Baltimore, MD 21201
MSDE Privacy Statement Disclaimer  | Copyright © 2003 MSDE