Cultural and Linguistic Competency Achievement in Maryland EXCELS
Guidance and Documentation Form for Using the Pathways to Cultural Competence Checklist for Programs*
Instructions for Center-Based Programs
Review the checklist and introductory information. Print the checklist and complete all sections, discussing and consulting with teaching staff
as appropriate.
Instructions for Family Child Care Providers
The program checklist was developed for use in center-based programs; however, the principles for reflecting on your practices and making
improvements toward becoming a culturally and linguistically competent program apply to family child care providers equally. Review the
checklist and introductory information. Print the checklist and complete all sections, discussing with any staff employed in your program.
The following guidance will help you understand how the terms in the checklist apply to you and your family child care program:
“Teacher” can refer to “Family Child Care Provider”
“Staff” applies if you have staff in your family child care program; otherwise this applies to you the Provider.
If you do not have “staff,” reflect upon ways to involve a more diverse group in the decision making processes as described.
“Classroom” can refer to the Family Child Care Home.
Note: Monitoring of Maryland EXCELS programs may include verification of observable indicators for Additional Achievements awarded to
the Program. The reference to QUALITYstarsNY in the checklist does not apply to Maryland EXCELS.
How do I use the checklist for program improvement? How will my program be recognized on the Maryland EXCELS web site as a Culturally
and Linguistically Competent Program?
 Print the Pathways to Cultural Competency Checklist* at tinyurl.com/clcchecklist and complete it according to the instructions contained in
the checklist and using this guidance document.
 Complete Program Statement for Indicators Met using the form fields below by adding a statement for each required checklist indicator
and for the indicator of your choice for each Concept. Use a brief, clear description for how your program meets the indicator.
 Save your completed Program Statement for Indicators Met and email it to [email protected] for verification. When MSDE has
reviewed and verified your documentation, you will receive a Certificate of Achievement as a Culturally and Linguistically Competent
Program OR notification that you have not met the requirements via email. Please allow up to 60 days for review.
 Upload your certificate to your program’s Maryland EXCELS profile to have the Achievement added to your program’s published profile
on the Maryland EXCELS web site.
*Adapted for QUALITYstarsNY, Revised 2012 as part of the BUILD Improving Cultural and Linguistic Competence in Quality Rating and Improvement Systems Initiative. Adapted
from “Are We Supporting Diversity? A Tool for Reflection and Dialogue” Work/Family Directions, Inc. and California Tomorrow, Copyright 1999, Revised 2006 by Hedy N. Chang.
©naeyc 2010
Program/Provider Name:
License/Registration Number:
County:
Program Statement for Indicators ‘Met’ on Pathways to Cultural Competence Checklist for Programs*
Concept 1
Required Indicators Met
3. Required
4. Required
6. Required
Choose one:
Optional Indicators Met
Choose one:
Statement Describing How Your Program Meets this Indicator
Answer here:
Answer here:
Answer here:
Answer here:
Statement Describing How Your Program Meets this Indicator
Answer here:
Choose one:
Answer here:
Choose one:
Answer here:
Concept 2
Required Indicators Met
2. Required
5. Required
Choose one:
Optional Indicators Met
Choose one:
Choose one:
Statement Describing How Your Program Meets this Indicator
Answer here:
Answer here:
Answer here:
Statement Describing How Your Program Meets this Indicator
Answer here:
Answer here:
*Adapted for QUALITYstarsNY, Revised 2012 as part of the BUILD Improving Cultural and Linguistic Competence in Quality Rating and Improvement Systems Initiative. Adapted
from “Are We Supporting Diversity? A Tool for Reflection and Dialogue” Work/Family Directions, Inc. and California Tomorrow, Copyright 1999, Revised 2006 by Hedy N. Change.
©naeyc 2010
Concept 3
Required Indicators Met
3. Required
7. Required
Choose one:
Optional Indicators Met
Choose one:
Statement Describing How Your Program Meets this Indicator
Answer here:
Answer here:
Answer here:
Statement Describing How Your Program Meets this Indicator
Answer here:
Choose one:
Answer here:
Choose one:
Answer here:
Concept 4
Required Indicators Met
2. Required
3. Required
Optional Indicators Met
Choose one:
Choose one:
Statement Describing How Your Program Meets this Indicator
Answer here:
Answer here:
Statement Describing How Your Program Meets this Indicator
Answer here:
Answer here:
*Adapted for QUALITYstarsNY, Revised 2012 as part of the BUILD Improving Cultural and Linguistic Competence in Quality Rating and Improvement Systems Initiative. Adapted
from “Are We Supporting Diversity? A Tool for Reflection and Dialogue” Work/Family Directions, Inc. and California Tomorrow, Copyright 1999, Revised 2006 by Hedy N. Change.
©naeyc 2010
Concept 5
Required Indicators Met
2. Required
Optional Indicators Met
Choose one:
Statement Describing How Your Program Meets this Indicator
Answer here:
Statement Describing How Your Program Meets this Indicator
Answer here:
Concept 6
Required Indicators Met
5. Required
6. Required
9. Required
10. Required
Choose one:
Optional Indicators Met
Choose one:
Statement Describing How Your Program Meets this Indicator
Answer here:
Answer here:
Answer here:
Answer here:
Answer here:
Statement Describing How Your Program Meets this Indicator
Answer here:
Choose one:
Answer here:
Choose one:
Answer here:
Choose one:
Answer here:
*Adapted for QUALITYstarsNY, Revised 2012 as part of the BUILD Improving Cultural and Linguistic Competence in Quality Rating and Improvement Systems Initiative. Adapted
from “Are We Supporting Diversity? A Tool for Reflection and Dialogue” Work/Family Directions, Inc. and California Tomorrow, Copyright 1999, Revised 2006 by Hedy N. Change.
©naeyc 2010
Concept 7
Required Indicators Met
2. Required
3. Required
6. Required
Choose one:
Optional Indicators Met
Choose one:
Statement Describing How Your Program Meets this Indicator
Answer here:
Answer here:
Answer here:
Answer here:
Statement Describing How Your Program Meets this Indicator
Answer here:
Choose one:
Answer here:
Choose one:
Answer here:
Concept 8
Required Indicators Met
2. Required
3. Required
Choose one:
Optional Indicators Met
Choose one:
Statement Describing How Your Program Meets this Indicator
Answer here:
Answer here:
Answer here:
Statement Describing How Your Program Meets this Indicator
Answer here:
Choose one:
Answer here:
Choose one:
Answer here:
*Adapted for QUALITYstarsNY, Revised 2012 as part of the BUILD Improving Cultural and Linguistic Competence in Quality Rating and Improvement Systems Initiative. Adapted
from “Are We Supporting Diversity? A Tool for Reflection and Dialogue” Work/Family Directions, Inc. and California Tomorrow, Copyright 1999, Revised 2006 by Hedy N. Change.
©naeyc 2010
Resources and Technical Assistance
Dual Language Learners: Research Informing Policy, University of North Carolina, Chapel Hill Frank Porter Graham Child Development
Institute, Center for Early Care and Education - Dual Language Learners FPG_CECER-DLL_ResearchInformingPolicyPaper.pdf
PreK – 3rd: Challenging Common Myths About Dual Language Learners, Linda M. Espinosa, PhD http://fcd-us.org/resources/prek-3rdchallenging-common-myths-about-dual-language-learners-update-seminal-2008-report#node-1367
Multilingual Children: Beyond Myths and Toward Best Practices, Social Policy Report, Society for Research in Child Development
http://www.srcd.org/sites/default/files/documents/E-News/spr_27_4.pdf
California’s Best Practices for Young Dual Language Learners: Research Overview Papers
http://www.cde.ca.gov/sp/cd/ce/documents/dllresearchpapers.pdf
Maryland Family Network Training and Technical Assistance http://marylandfamilynetwork.org 410-659-7701
NAEYC Cultural and Linguistic Competence https://www.naeyc.org/positionstatements/linguistic and
https://www.naeyc.org/policy/statetrends/qris/culturalcompetence
Early Care and Education Experiences for Children of Hispanic Origin in Maryland
http://www.marylandpublicschools.org/NR/rdonlyres/50E778B3-88E6-4276-8CA4-981A50B7F31D/33834/HispanChildrenECERpt.pdf
A Note about your Maryland EXCELS Program Improvement Plan:
Consider choosing a few indicators from the checklist that you rated as “In Progress” or “Not Met.” Develop goals for these
indicators and add them to your Maryland EXCELS Program Improvement Plan.
*Adapted for QUALITYstarsNY, Revised 2012 as part of the BUILD Improving Cultural and Linguistic Competence in Quality Rating and Improvement Systems Initiative. Adapted
from “Are We Supporting Diversity? A Tool for Reflection and Dialogue” Work/Family Directions, Inc. and California Tomorrow, Copyright 1999, Revised 2006 by Hedy N. Change.
©naeyc 2010