Newsletter
Oregon’s Quality Rating and Improvement System (QRIS) standards were created with input from equity and diversity experts to embed cultural competency and relevance into the standards. Thus while the current portfolio does not include a specific Diversity or Cultural Standard, many of the indicators require evidence of inclusion, diversity, and/or meeting culturally specific criteria.
An example of addressing culturally relevant practices is Learning and Development Standard 6, which is about the program’s materials. Programs are required to intentionally provide materials that address specific needs and developmental domains for children. The materials are a pathway through which intentional instruction and interactions occur.
LD6 requires that: The program uses basic materials that support children’s learning and development.
At minimum for a star rating, these materials must support children’s development (including cognitive, language, motor, social, and emotional development), such as books and writing materials. The program must have a sufficient quantity of materials and rotate them for variety, as well as keeping them accessible to all children. At a more enhanced level, the materials must include a variety of ethnic groups, and classroom displays must be presented in non-stereotypical roles, for example beyond “costumes” from various countries. The materials must reflect the culture of the community, such as ethnically and racially diverse communities or the rural nature of the community. The goal is for the children to “see themselves” as well as other community members in the materials. At a five star level, the materials must represent two or more cultures in a non-stereotypical way. Programs must show a variety of cultures in similar day to day routines or activities across cultures. Larger programs must show these materials in each of their classrooms.
In other Learning and Development standards and indicators, there are criteria which require activities and language displays that guide the use of the materials described above. For example, programs need to label some shelves/baskets in all of the languages spoken in the families represented in the program. Additional standards also require a diversity of language use and personnel to represent the demographics and cultures of the early learning community and beyond. For example programs at the five star level are required to provide interactions with persons who are culturally or linguistically diverse (program staff, parents, or community members invited into the program) and some activities in children’s home languages, such as singing or storytelling.
As the QRIS revisions move forward, cultural relevance across standards and process will be forefront.
For more information and contact information about Oregon’s Quality Rating and Improvement System, visit: https://oregonspark.org