Services Available PDF Print E-mail


Assistance Provided 

  • Case management for pregnant and parenting students
  • Agency referral such as Medicaid and CHIP, WIC, health and immunization clinics
  • Prenatal and postpartum homebound instruction
  • Parenting classes
  • Securing daycare, referral to Child Care Department Services (CCDS), transportation
  • Support systems and services by campus staff, i.e., nurse, counselor and School Age Parenting Staff
  • Help with diapers, formula and other needs on an emergency basis
  • Refer students to the Transitions Program




Program Eligibility and Referral


  • The goal of a SAPP participation is to continue in the program until graduation
  • A student must enrolled in a SAISD school
  • A student who is pregnant and/or parenting is eligible for program participation and in need of services
  • Referrals to the SAPP may be made by the campus nurse or any campus staff official to any SAPP staff member
  • If desired, a student and/or his or her parents may contact the SAPP office directly to initiate intake procedures
  • The SAPP Director or a SAPP Social Worker will meet with the student at his/her campus
  • A medical pregnancy verification is required to complete the intake process
  • Students can remain at their home campus and receive SAPP services. SAPP services are available at all campuses serving 6th thru 12th graders.






Compensatory Education Home Instruction (CEHI)


Compensatory Education Home Instruction is a support service offered by the SAISD School Age Parenting Program. Directly after the baby is born students are instructed to call the SAPP office. CEHI is provided by Project Mothers and Schools (PMAS) who provides academic instruction to the student at the Girls, Inc. site, 1209 S. St. Mary’s or a student’s home if confined to complete bed rest during the prenatal or postpartum period. At that time, the SAPP Dept. Clerk will notify Project MAS, the student’s teachers, campus counselors, attendance clerks, nurse and other campus officials. Special Education students will also receive specialized services by a Special Education teacher. Students who do not take advantage of CEHI services during pregnancy or following delivery are counted absent. For prenatal homebound to occur a doctor must fill out required form with and ICD code.


Program Objectives:

  • To provide individual instruction and/or related services to students as appropriate by District policy
  • To enable prenatal/postpartum students to receive individualized curriculum instruction
  • To enable students to maintain and gain skills in core curriculum while on homebound status

To coordinate the coursework of the regular class instructional program in an effort to enable the student to return to school and not be behind schedule in class work.




 Project Mothers and Schools/Project MAS


  • The Children’s Shelter contracts with SAISD to select and hire state certified teachers to work with the Prenatal and Postpartum Program
  • The School Age Parenting Program will identify potential homebound candidates and refer them to Project MAS program.
  • The Project MAS Service Coordinator will contact program participants to establish class and transportation schedules. Students are to attend class sessions for a minimum of 4 hours per week. Group size will range from 1 to 4 students
  • The Children’s Shelter will provide on-site childcare for the children of homebound students in ratios of 1 child care provider to 4 infants. This will ensure that program participants will be able to devote their full attention to their academic studies
  • Project MAS will provide a certified teacher who will visit the student for two hours twice a week in cases when a doctor has ordered bed rest for a Project participant
  • Project MAS teachers will contact the student’s assigned campus teachers as needed. When homework is not secured from campus personnel, SAISD Teen Parenting personnel will be notified.
  • Project MAS will collaborate with the SAISD Teen Parenting Program Office to assist CEHI students with the coordination necessary for them to complete course credits, exams, and State test requirements for graduation
  • Project MAS certified teachers will complete requirements necessary for the administration of State TAKS, end of semester, and end of course requirements for CEHI students (including attend training, sign oath, check out materials, work with test coordinators and testing office, etc.)
  • Project MAS will coordinate with the School Age Parenting Program office to ensure that the necessary accommodations for CEHI students to complete State TAKS, end of semester and end of course requirements are provided
  • Project MAS will provide an exit form to the School Age Parenting office once the student completes her last homebound session.




San Antonio Independent School District’s Learning Center

  • Provides childcare services to teen parents enrolled in the district, is an education program for children ages 5 weeks to 3 years old;
  • Is licensed by the Texas Department of Family and Protective Services’ (TDFPS)
  • And recognized as a Texas Rising Star Provider in the Child Care Delivery System (CCDS-Fox Tech)
  • Welcomes families of all racial, ethnic and religious background as an equal opportunity center. Students and children are admitted without regard to race, nationality, color, creed, religion, sex, or disability.


Program Philosophy


The SAISD Learning Centers are designed to meet the needs of the whole child, including the areas of social, emotional, creative, physical, cognitive, and language development. The curriculum emphasizes developmentally appropriate play-based learning experiences. The environment is carefully planned to provide quality care and education for young children. This approach recognizes the uniqueness of each child and his/her family. Adults involved in the child’s life are viewed as partners in the educational process and are encouraged to actively participate in decisions affecting the care and education of the child. To help children reach their maximum potential, our program solicits parental input and uses authentic assessment in the planning of individualized experiences based on early learning standards for content areas such as: literacy, math, science, and social studies. Also, birth-to three standards and benchmarks for early learning include the areas of communication, cognitive, social, emotional, creative expression, and motor development. The daily schedule is organized to meet the children’s needs for a balance of active and quiet, large and small group interactions, and indoor and outdoor activities.