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

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 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
Knowledge of the vast importance of developmental and social changes in S/A settings
School
Age
Indicators
To increase public and private investment in school-age programs

Purpose and Goals
1.
2.
3.
4.
5.
6.
7.
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

Scavenger Hunt




Guiding Principles
Domains
Components
Indicators

SAIP’s Guiding Principles
Guiding Principles is the foundation upon which the SAIP’s were created.
1.
The usual developmental pattern of the S/A child is assumed.
2.
3.
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.

• 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

THESE STATEMENTS DESCRIBE WAYS IN WHICH SCHOOL-AGE
CHILDREN DEMONSTRATE THE INDICATORS
Ages 5-6
K-1 st Grade
Ages 7-9
2 nd -3 rd Grade
Ages 10-12
4 th -6 th Grade

Activity: Sorting everyday S/A Materials into Domains

• 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

How will I put this to use in my program?