The ETM Regulations also include definitions of terms associated with education that is multicultural in Maryland. These definitions explain words and phrases used in the Regulations. The Regulations direct schools throughout the state to implement programs and staff development that will enhance instruction pertinent to the above. In turn students should become involved not just by acquiring knowledge about diversity, but by participating in processes that require students to exhibit understanding and appreciation of other cultures as well an ability to participate in processes such as decision making related to social relations and interactions among diverse groups. The Regulations further provide goals and guidelines to aid local school systems in devising, planning, implementing, and assessing their systemic efforts related to education that is multicultural.
Areas addressed in the guidelines include curriculum, instruction, and staff development.
The guidelines and goals explicitly state topics, strategies, and activities that should be addressed in incorporating ETM in students' education. The Regulation asserts that local school systems should implement ETM based on five year planning cycles. Under this section of the Regulation, school systems are directed to develop and conduct needs assessments to obtain information on the status of aspects related to diversity and ETM from parents, business, community, students, and educational staff. The Maryland State Department of Education is responsible for evaluating progress of implementation of ETM in each school system. Additionally, MSDE has to provide appropriate technical assistance related to development and implementation of ETM to local school systems.