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Introduction to Minnesota’s School-Age Indicators of Progress

Introduction to Minnesota’s School-Age Indicators of Progress. Kara Lomen Kim 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.

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Introduction to Minnesota’s School-Age Indicators of Progress

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  1. Introduction to Minnesota’s School-Age Indicators of Progress Kara Lomen Kim St. Marie

  2. 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

  3. 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

  4. Rationale for School Age Indicators School-Age Indicators are the result of growing awareness of and appreciation for the potential of school-age children and youth during their OST. Knowledge of the impact of school-age programs To increase public and private investment in school-age programs Knowledge of the vast importance of developmental and social changes in S/A settings School Age Indicators

  5. Purpose and Goals • Increase understanding of development • Describe DAP outcomes • Strategies and nurture the whole child • Provide foundation to facilitate open conversation • Develop resources on whole-child development • Provide common language • Build practitioner’s knowledge

  6. Scavenger Hunt • Guiding Principles • Domains • Components • Indicators

  7. SAIP’s Guiding Principles Guiding Principles is the foundation upon which the SAIP’s were created. • The usual developmental pattern of the S/A child is assumed. • Academic skills are integrated with indicators to reflect the development of the whole child and to support academic success. • 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.

  8. 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

  9. Examples of Children’s Behavior These statements describe ways in which school-age children demonstrate the indicators

  10. So what…. Activity: Sorting everyday S/A Materials into Domains

  11. 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

  12. Pair Share How will I put this to use in my program?

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