-
Oregon's proficiency-based standards system does not appear to include a link
between early learning and K-12. While children's "readiness to learn", as
indicated in Oregon's Kindergarten Teachers Survey, is reported on Oregon's
annual statewide report card, performance benchmarks within Oregon's standards
system begin grade 3.
-
Exception: The "Early Childhood Foundations" document was developed
by a statewide Oregon Early Childhood Foundations Workgroup to
address the State Board of Education's goal of establishing high
standards for all Oregon students at all grade levels in the state.
The foundations identify key developmental foundations necessary for
children to be successful when they enter school. These foundations
are aligned with the Oregon K-12 Standards. The foundations are
intended to be used by early care and education practitioners;
however, there does not appear to be a mandate for their use
(http://findit.emp.state.or.us/childcare/childhood_foundations.pdf
 ,
retrieved 2004).
-
The following Oregon quality standards meet or exceed the National Institute
for Early Education Research quality benchmarks: vision, hearing and health
screening/referrals are required; the maximum class size for three-year-olds
is 17 and the maximum class size for four-year-olds is 20; the maximum
staff-child ratio for three-year-olds is 2:17 and the maximum staff-child
ratio for four-year-olds is 1:10; breakfast, lunch and a snack are required
meals; and Family Support Services is required to make at least two home
visits per year for center-based programs.
(http://nieer.org/yearbook/
,
retrieved 2004)
-
Oregon adheres to the federal Head Start pre-kindergarten program performance
standards, but does not appear to have statewide pre-K curriculum standards
or program evaluations. Individual programs perform evaluations but there are
no comprehensive comparisons
(findit.emp.state.or.us/childcare/
,
retrieved 2004).
-
Under the Oregon Educational Act for the 21st Century, a school district may
provide services for children and families at the school site, which may
include a community-learning center. If the district chooses to provide
services, the design of educational and other services to children and their
families is the responsibility of the school district. School districts may
coordinate services with programs provided through the local commissions on
children and families to provide services to families (§ 329.150). This
policy includes program specifics, short- and long-term goals, and standards
(§ 329.155 - 329.165).
|
