Johns Hopkins University



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 ProgramsReview 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 ProvidersThe 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 clcchecklist and complete it according to the instructions contained in the checklist and using this guidance plete 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 CLC@ 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. FORMTEXT Program/Provider Name: Program Statement for Indicators ‘Met’ on Pathways to Cultural Competence Checklist for Programs*Concept 1Required Indicators MetStatement Describing How Your Program Meets this Indicator3. Required FORMTEXT Answer here:4. Required FORMTEXT Answer here:6. Required FORMTEXT Answer here:Choose one: FORMTEXT Answer here: Optional Indicators MetStatement Describing How Your Program Meets this IndicatorChoose one: FORMTEXT Answer here:Choose one: FORMTEXT Answer here:Choose one: FORMTEXT Answer here: FORMTEXT License/Registration Number: FORMTEXT County:Concept 2Required Indicators MetStatement Describing How Your Program Meets this Indicator2. Required FORMTEXT Answer here:5. Required FORMTEXT Answer here:Choose one: FORMTEXT Answer here: Optional Indicators MetStatement Describing How Your Program Meets this IndicatorChoose one: FORMTEXT Answer here:Choose one: FORMTEXT Answer here:Concept 3Required Indicators MetStatement Describing How Your Program Meets this Indicator3. Required FORMTEXT Answer here:7. Required FORMTEXT Answer here:Choose one: FORMTEXT Answer here: Optional Indicators MetStatement Describing How Your Program Meets this IndicatorChoose one: FORMTEXT Answer here:Choose one: FORMTEXT Answer here:Choose one: FORMTEXT Answer here:Concept 4Required Indicators MetStatement Describing How Your Program Meets this Indicator2. Required FORMTEXT Answer here:3. Required FORMTEXT Answer here: Optional Indicators MetStatement Describing How Your Program Meets this IndicatorChoose one: FORMTEXT Answer here:Choose one: FORMTEXT Answer here: Concept 5Required Indicators MetStatement Describing How Your Program Meets this Indicator2. Required FORMTEXT Answer here: Optional Indicators MetStatement Describing How Your Program Meets this IndicatorChoose one: FORMTEXT Answer here: Concept 6Required Indicators MetStatement Describing How Your Program Meets this Indicator5. Required FORMTEXT Answer here:6. Required FORMTEXT Answer here:9. Required FORMTEXT Answer here:10. Required FORMTEXT Answer here:Choose one: FORMTEXT Answer here: Optional Indicators MetStatement Describing How Your Program Meets this IndicatorChoose one: FORMTEXT Answer here:Choose one: FORMTEXT Answer here:Choose one: FORMTEXT Answer here:Choose one: FORMTEXT Answer here:Concept 7Required Indicators MetStatement Describing How Your Program Meets this Indicator2. Required FORMTEXT Answer here:3. Required FORMTEXT Answer here:6. Required FORMTEXT Answer here:Choose one: FORMTEXT Answer here: Optional Indicators MetStatement Describing How Your Program Meets this IndicatorChoose one: FORMTEXT Answer here:Choose one: FORMTEXT Answer here:Choose one: FORMTEXT Answer here:Concept 8Required Indicators MetStatement Describing How Your Program Meets this Indicator2. Required FORMTEXT Answer here:3. Required FORMTEXT Answer here:Choose one: FORMTEXT Answer here: Optional Indicators MetStatement Describing How Your Program Meets this IndicatorChoose one: FORMTEXT Answer here:Choose one: FORMTEXT Answer here:Choose one: FORMTEXT Answer here: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.pdfPreK – 3rd: Challenging Common Myths About Dual Language Learners, Linda M. Espinosa, PhD Multilingual Children: Beyond Myths and Toward Best Practices, Social Policy Report, Society for Research in Child Development California’s Best Practices for Young Dual Language Learners: Research Overview Papers Family Network Training and Technical Assistance 410-659-7701???? NAEYC Cultural and Linguistic Competence and Early Care and Education Experiences for Children of Hispanic Origin in Maryland 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. ................
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