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The Title I, Part A program is designed to help disadvantaged children meet high academic standards by participating in either a school wide or a targeted assistance program. Schoolwide programs are implemented in high-poverty schools following a year of planning with external technical assistance and use Title I funds to upgrade the entire educational program of the school. Targeted assistance programs provide supplementary instruction to children who are failing or most at risk of failing to meet the district’s core academic curriculum standards. School-based decision-making, professional development, and parent involvement are important components of each district’s Title I, Part A program.At Saginaw Public Schools, all schools except Handley PCAT, Saginaw Arts & Sciences Academy, and Saginaw Career Complex receive Title I funds. Funds are also received at the district level.
District Title I Forms
Intervention Team Meeting Checklist
IT Request and Intervention Form
MTSS Process Flow Chart
MTSS End of Year Transition Data Form
Math Progress Report Form
Reading Progress Report Form
Title I Parent Notification Letter
Student Intervention Form
For more information about the Title I program, visit the Michigan Department of Education’s Title I A information page: http://www.michigan.gov/mde/0,4615,7-140-5236_6048-69709–,00.html.
The Title II, Part A Improving Teacher Quality Competitive Grants Program provides funding to partnerships of higher education departments of teacher education, higher education departments of arts and sciences, and high-need local education agencies. The purpose of the partnerships is providing professional learning opportunities to teachers, principals and paraprofessionals, which will result in increased learning for all students. The Office of Professional Preparation Services administers this program, providing applications, coordinating reviews of the competitive proposals, awarding funds to selected projects, and monitoring the projects’ activities and expenditures.For more information, please visit the District’s Professional Development page.
Title III – Language Instruction for Limited English Proficient and Immigrant StudentsThe Title III program is designed to assure speedy acquisition of English language proficiency, assist students to achieve in the core academic subjects, and to assist students to meet State standards. It also provides immigrant students with high quality instruction to meet challenging State standards, and assists the transition of immigrant children and youth into American society.
For more information on the Title III program, please visit the Michigan Department of Education’s Title III website:http://www.michigan.gov/mde/0,4615,7-140-6530_30334_40078—,00.html.
Section 31a of the State School Aid Act provides funding to eligible districts for supplementary instructional and pupil support services for pupils who meet the at-risk criteria specified in the legislation. These criteria include low achievement on MEAP tests in mathematics, reading or science; failure to meet core academic curricular objectives in English language arts or mathematics (applies to grade K-3 pupils only); or the presence of two or more identified at-risk factors. The funds may also be used for class size reductions in grades 1-6 in schools above the district’s poverty percentage. Section 31a funds are limited to direct services to pupils and may not be used for administrative or other related costs.At Saginaw Public Schools, only Arthur Hill High School and Saginaw High School receive Section 31a funds. Funds are also received at the district level and are used to help fund the Brith Through Five program and security.
More information is available at the Michigan Department of Education’s Section 31a page:http://www.michigan.gov/mde/0,1607,7-140-6530_30334-43638–,00.html.
Welcome to the Saginaw Public Schools Safe Schools/Healthy Students (SS/HS) Initiative!
The common mission of the Saginaw Public Schools Safe Schools Healthy Students Initiative through school-family and community partnerships and collaboration is to promote, implement and sustain a healthy and safe environment, which supports academic achievement and student success.
The overall vision of the Safe Schools Healthy Students initiative is to integrate systems that promote the healthy development of children and families in a safe, healthy and drug-free school and community environment. Saginaw Public Schools has been selected as one of three Michigan pilot communities to implement the four year Safe Schools/Healthy Students (SS/HS) grant through the U.S. Substance Abuse and Mental Health Services Administration (SAMHSA) and the Michigan Department of Education and Michigan Department of Community Health. For more information on SAMHSA’s federal Safe Schools/Healthy Students Initiative:http://www.sshs.samhsa.gov/.
The Foundation of Safe Schools/Healthy Students
Element 1: Promoting Early Childhood Social Emotional Learning and Development
Developing children’s social and emotional skills that will lay the foundation for future healthy interpersonal relationships, association with non violent peers, and improved academic achievement.
Element 2: Promoting Mental, Emotional, and Behavioral Health
Enhancing an individual’s ability to achieve developmentally appropriate tasks and a positive sense of self-esteem, mastery, and well-being and to strengthen their ability to cope with adversity through enhanced integration, coordination, and resource sharing.
Element 3: Connecting Families, Schools, and Communities
Linking families, schools, and communities together to increase and improve the quality of their engagement in planning and implementing programs and activities that assist students.
Element 4: Preventing and Reducing Alcohol, Tobacco, and Other Drug Use
Addressing the prevention or reduction of substance use in coordination with broader environmental strategies that address change not only at the individual, classroom, and school levels, but also at the family and community levels.
Element 5: Creating Safe and Violence-Free Schools
Identifying and addressing issues, conditions, behaviors, and structures that contributes to unsafe school environments and violence in schools.
1. Cultural and linguistic competency: Ensuring that all programs and evaluations are appropriate for every culture group. Programs should value diversity and incorporate multiple cultural perspectives. Policies and strategies should support the cultivation of data to measure and address disparities.
2. Developmentally appropriate: Using prevention and intervention strategies and evidence-based programs that are valid and appropriate for a specific age group or developmental level.
3. Evidence-based interventions: Using a continuum of integrated policies, strategies, activities, and services whose effectiveness has been proven or informed by research.
4. Resource leveraging: Assessing and using existing resources and identifying the need for additional resources.
5. Serving vulnerable and at-risk populations:Addressing the needs of children and youth, students, and schools that are most vulnerable or at risk
6. Sustainability: Using various strategies to maintain the positive outcomes of the SS/HS initiative and ensuring the ongoing support of programs and policies.
7. Youth guided and family driven: Ensuring that youth understand that change is possible, that systems serve them, and that they feel safe, cared for, valued, useful, and spiritually grounded. Ensuring that families have a primary decision making role in the care of their own children as well as the policies and procedures governing care for all children.
1. Capacity building: Strengthening the knowledge, abilities, and skills of individuals and improving organizational structures and processes to more efficiently meet the needs of the community in a sustainable way.
2. Collaboration and partnership: Involving multiple organizations and working together in sharing common vision, resources, goals and outcomes.
3. Policy change and development: Using existing or new lessons learned to inform the revision of current or the development of new state and local policies.
4. Systemic change and integration: Changing existing systems to better coordinate multiple service agencies and programs to improve outcomes for the target population. Systems change and integration is a natural product of collaborative activities.
5. Technology: Harnessing evolving technology to increase efficiency and support program implementation and evaluation.
SSHS Framework Tool
A very important part of this SS/HS Initiative is the evaluation of the programs and services being provided. The evaluation process requires the collection of data about students’ participation in the programs and services being offered. The data collected will help project staff to determine whether the programs and services offered are actually having a positive effect on students’ lives and the school’s environment.
Data from schools and participating service providers will be used by Michigan Department of Education and the Michigan Department of Community Health to evaluate the project. No individually identifiable information (e.g., student names, addresses, etc.) will be made available to the Local Evaluation Team. All data is collected and assessed as group data. A summary of the projectΓÇÖs combined program results and progress will be available to the community.
National Evaluation Overview (findings from national cross-site evaluation, 12/2013)
For more information on the Safe Schools/Healthy Students (SS/HS) Initiative please contact:
Lisa Coney, M.S.W., L.M.S.W
Safe Schools Healthy Students
The information contained in these topics is not intended nor implied to be a substitute for professional medical advice. Saginaw Public Schools provides general information for educational purposes only. Saginaw Public Schools does not recommend or endorse any specific tests, opinions, or other information that may be provided on the linked resources. If you believe your child is experiencing a medical emergency, you should immediately call 911 or your physician.
External links open as PDF document in new window.
- Helping Your Teen Get the Most out of High School, National Education Association
- Monitoring Your Teen’s Activities: What Parents and Families Should Know, Centers for Disease Control and Prevention
- Parent Power: Build the Bridge to Success, US Department of Education (Spanish)
- Net Cetera: Chatting with Kids About Being Online, Federal Trade Commission
- Promoting Resilience in Children: What Parents Can Do, Center for Effective Collaboration and Practice
- Tips to Promote Social-Emotional Health Among Teens, American Academy of Pediatrics
- Tips to Promote Social-Emotional Health Among Young Children, American Academy of Pediatrics
Early Childhood Development
- 8 Practical Tips for Parents of Young Children with Challenging Behavior, Center for Evidence-based Practice
- Developmental Screening Fact Sheet (English & Spanish), Centers for Disease Control and Prevention
- The Social Emotional Development of Young Children, National Healthy Start Association
- Teaching Your Child to Identify and Express Emotions, Center on the Social and Emotional Foundations for Early Learning
- Track Your Child’s Developmental Milestones, Centers for Disease Control and Prevention
- What is Infant and Early Childhood Mental Health?, Idaho Department of Helath & Welfare
Behavioral and Mental Health
- ADHD Symptom Checklist, Centers for Disease Control and Prevention
- Children and Stress, Virginia Tech and Virginia State University
- Glossary of Terms: Child and Adolescent Mental Health, National Federation of Families for Children’s Mental Health
- Helping Young Children and Families Cope with Trauma, US Department of Education
- Partnering with Your Child’s School: A Guide for Parents, The HSC Health Care System
- Promoting Children’s Mental, Emotional and Behavioral Health, Substance Abuse and Mental Health Services Administration
- Tips for Talking With and Helping Children and Youth Cope After a Disaster or Traumatic Event, Substance Abuse & Mental Health Services Administration
- Treatment of Children with Mental Illness, National Institute of Mental Health
- When to Seek Help for Your Child, American Academy of Child & Adolescent Psychiatry
Bullying and Violence
- Bullying and Children with Disabilities and Special Health Needs, Stopbullying.gov
- Bullying Prevention and Intervention Tips for Families, Anti-Defamation League
- 10 Questions Parents Can Ask to Ensure a Bully-Free School.pdf , Parent Action Network
- Cyberbullying: What Parents Can Do To Protect Their Children, PACER’s National Bullying Prevention Center
- Preventing Youth Violence: Opportunities for Action, Centers for Disease Control and Prevention
- Taking Action to Prevent Youth Violence, Centers for Disease Control and Prevention
- Understanding Teen Dating Violence, Centers for Disease Control and Prevention
- What to Do if Your Child Exhibits Bullying Behavior, Anti-Defamation League
- Safety, Support and Respect for LGBT Youth , National Clearinghouse on Families and Youth
- Effects and Consequences of Underage Drinking, Office of Juvenile Justice and Delinquency Prevention
- Parent Talk Kit: What to Say to Prevent Drug and Alcohol Abuse, The Partnership at Drug-Free.org
- A Parent’s Guide to Preventing Underage Drinking, The Governor’s Prevention Partnership
- Talking with Teens about Alcohol, Mothers Against Drunk Driving
- Drug Guide for Parents: Learn the Facts to Keep Your Teen Safe, The Partnership at Drug-Free.org
- Marijuana: Know the Facts, Office of National Drug Control Policy
- Prescription and Over-the-Counter Drug Abuse, The Partnership at Drug-Free.org
- Recognizing Drug Use in Adolescents, The National Child Traumatic Stress Network
Cigarettes and Tobacco
- How Parents Can Protect Their Kids from Becoming Addicted Smokers, Campaign for Tobacco-Free Kids
For information regarding State & Federal Programs please use the appropriate contact below.
Director of State and Federal Programs
Title I Compliance Specialist
Title I Information Management Specialist
SSHS Project Manager
Parent, Family, and Community Engagement Specialist