INTRODUCTION TO MINNESOTA’S SCHOOL-AGE INDICATORS OF PROGRESS

Kara LomenKim St. Marie

Objectives

• Explain the structure and content of SAIP’s

• Define Domains, Components and Indicators

• Identify Strategies for Implementation of SAIP’s

into School-Age Programs

Rationale for School Age Standards• Children 5-12 years old have 2,000 hours of discretionary time/year

• Spend considerable time in Out-Of-School Time (OST) settings

• Emphasizes the importance of shared responsibility and accountability for positive outcomes for children

• Resource for families, practitioners, community members, policy makers

Rationale for School Age IndicatorsSchool-Age Indicators are the result of growing awareness of and appreciation for the potential of school-age children and youth during their OST.

School Age

Indicators

Knowledge of the vast importance of

developmental and social changes in S/A

settings

Knowledge of the impact of

school-age programs

To increase public and private investment in school-age programs

Purpose and Goals1. Increase understanding of development2. Describe DAP outcomes3. Strategies and nurture the whole child4. Provide foundation to facilitate open

conversation5. Develop resources on whole-child development6. Provide common language7. Build practitioner’s knowledge

Scavenger Hunt

Guiding Principles

Domains

Components

Indicators

SAIP’s Guiding PrinciplesGuiding Principles is the foundation upon which the SAIP’s were created.1. The usual developmental pattern of the S/A child is

assumed.2. Academic skills are integrated with indicators to reflect

the development of the whole child and to support academic success.

3. Practitioner strategies apply to all children and youth, regardless of their health, physical abilities, mental and cognitive status with an approach that is inclusive of diverse cultures and language background.

Domains

• Domain I: Social and Emotional Development• Domain II: Approaches to Learning• Domain III: Language and Literacy Development• Domain IV: Creativity and the Arts• Domain V: Cognitive Development• Domain VI: Physical and Motor Development

Domain

Component

Indicator

Ages 5-6 K-1st Grade

Ages 7-9 2nd-3rd Grade

Ages 10-12 4th-6th Grade

EXAMPLES OF CHILDREN’S BEHAVIOR

THESE STATEMENTS DESCRIBE WAYS IN WHICH SCHOOL-AGE CHILDREN DEMONSTRATE THE INDICATORS

SO WHAT….

Activity: Sorting everyday S/A Materials into Domains

Practitioner Strategies• Provide enrichment activities that support formal learning

• Provide activities that support IHP, IFSP, IEP

• Adapt activities and materials and equipment to meet the needs of individuals

PAIR SHARE

How will I put this to use in my program?