Federal Programs

Laughing student

Federal programs provide grant funding streams that supplement local efforts to educate children from preschool through high school in Hanover County. These grants focus on supplemental instruction programs (Title I), teacher professional development (Title II),  working with students with limited English proficiency (Title III), and educating preschoolers who are at risk for starting school behind their peers (Hanover Preschool Initiative).

Title I and Skipped School

Title I schools are schools that educate a significant percentage of students from low-income families. These schools receive supplemental funding through Title I Part A of the Elementary and Secondary Education Act.

Skipped schools are schools that educate a significant percentage of students from low-income families and also receive supplemental funding. However, funding comes from the local or state levels as opposed to the federal level. This funding is comparable to the amount of funds the school would have received under Title I.

Goals

  • Improve literacy and math skills
  • Promote critical thinking and problem solving skills
  • Encourage family involvement in the education of children
  • Raise academic achievement for all students
  • Promote partnerships with parents and the community
  • Identify students most in need of educational support
  • Set goals for improvement
  • Measure student progress
  • Provide academic assistance that supplements regular classroom instruction
  • Provide opportunities for professional development for school staff

Funding

Funds are allocated to each state, and states, in turn, allocate funds to local school systems based on the percentage of low-income families. HCPS uses Title I and Skipped School funds to serve students in kindergarten through fifth grade to provide additional reading, math, and social-emotional support. Title I and Skipped School funds are in addition to operating funds and are to be used in ways that enhance core programs and operations.

School Quality Profiles

Virginia's system of support for schools and accountability for student outcomes includes a commitment to informing the public of the progress of schools in raising achievement and improving teaching and learning. School Quality Profiles are a way of looking at the performance of Virginia’s public schools. School Quality Profiles were developed by the state Board of Education in response to the 2015 Virginia General Assembly, which directed the board to redesign online reports for schools and school divisions to more effectively communicate to parents and the public about the status and achievements of the Virginia’s public schools. School Quality Profiles are available for all schools, school divisions, and for the state.

Family Engagement 

Family engagement is a key component to the success of students receiving supplemental instruction. It provides excellent opportunities for parents to gain a greater insight into the educational, social, and emotional needs of the maturing child through meetings, conferences, and workshops. Family engagement leads to participation and involvement in school related activities. It also provides the opportunity for input into the Supplemental Instruction Program through the school Parent Advisory Committee. The division’s Title I, Part A Parent Involvement Policy encourages the involvement of all parents in the Title I program.  

Parent Right to Know

Hanover County Public Schools takes very seriously its responsibility to provide your children with the highest quality teachers and other instructional personnel. 

As parents, please remember that you have the right to request information on: 

  • Whether teachers have met state qualifications and licensing criteria for the grade levels and subject areas in which the teacher provides instruction.
  • Whether the teacher is teaching under emergency or other provisional status through which state qualification or licensing criteria have been waived.
  • Whether the teacher is teaching "in field" - the field of discipline in which the teacher certified (new); and
  • Whether the student is provided by a paraprofessional and if so, the paraprofessional's qualifications. 

Schoolwide Plans

Title I schools implementing schoolwide programs are required to develop schoolwide plans in accordance with Section 1114(b) of the Every Student Succeeds Act of 2015 (ESSA). Guidelines for plan development include the following:

  • The plan should be developed with the involvement of:
    • Parents;
    • Other members of the community to be served;
    • Individuals who will carry out the plan, including teachers, principals, other school leaders, administrators, paraprofessionals present in the school;
    • The local education agency;
    • To the extent feasible, tribes and tribal organizations present in the community; and
    • If appropriate
      • Specialized instructional support personnel;
      • Technical assistance providers;
      • School staff; and
  • If the plan relates to a secondary school, students and other individuals determined by the school;
    • The plan should be available to the Local Educational Agency (LEA), parents, and the public; information in the plan should be in an understandable and uniform format and, to the extent practicable, provided in a language that parents can understand; and
  • If appropriate and applicable, the plan should be developed in coordination and integration with other federal, state, and local services, resources, and programs, such as programs supported under ESSA, violence prevention programs, nutrition programs, housing programs, Head Start programs, adult education programs, career and technical education programs, and schools implementing comprehensive support and improvement activities or targeted support and improvement activities under section 1111(d).

Schoolwide plans should be reviewed annually and revised as necessary to promote continuous improvement and to reflect the school’s initiatives to upgrade the entire educational program of the school.

Students in Foster Care

For children and youth in foster care, a change in home placement frequently results in a change in school placement. The educational impact of every school change is significant. Each time students enter new schools, they must adjust to different curricula, different expectations, new friends, and new teachers. Keeping children in the same school:

  • Provides continuity in education;
  • Maintains important relationships at school;
  • Provides stability during a traumatic time for the children; and
  • Improves educational and life outcomes. 

Virginia revised its joint guidance in 2017 to implement the provisions of the Fostering Connections to Success and Increasing Adoptions Act of 2008 and the Title I, Part A provisions in the Every Student Succeeds Act of 2015 (ESSA) to ensure school stability for students in foster care.

Both acts mandate educational stability for children in out-of-home care and require child welfare agencies (i.e., Department of Social Services, licensed child-placing agencies, etc.) to coordinate with local educational agencies (school divisions) to ensure educational stability for every child in foster care.

Submit your questions via this portal.

Foster Care Liaison: James Carrigan - 804-723-2123 

Teacher helping student with classworkTitle II - Professional Development

Title II Program for Hanover County Public Schools provides funding for staff development in all schools. Each school receives funds for professional development for teachers, professional conferences, and consultants who provide subject area expertise.

Allocation of funds to schools in the Title II Program in the Hanover County Public Schools is based on academic and economic need. All staff development activities are designed to improve instruction and increase student achievement on the Virginia Standards of Learning.

Contact: Dr. Dana Gresham, Director of Federal Programs

Title III - ELL

The Title III Federal Program provides services for English language learners who need intensive instruction to develop English proficiency through individual and small group instruction. Program funding supports tutoring, professional development for teachers, consultants, parent involvement activities, and instructional materials.

Contact: Justin Beamon, Title III Coordinator

Title IV

Title IV, Part A, funds are intended to improve students’ academic achievement by increasing the capacity of states, school divisions, and local communities to: provide all students with access to a well-rounded education; improve school conditions for student learning; and improve the use of technology in order to improve the academic achievement and digital literacy of all students.

Funding Allocations:

- At least 20% of funds for activities to support well-rounded educational opportunities
- At least 20% of funds for activities to support safe and healthy students
- No more than 15% of funds for technology infrastructure, (devices, equipment, software applications, platforms, digital instructional resources and/or other one-time IT purchases)

Contact: Carrie Cicuto, Coordinator of Federal Programs

Hanover Preschool Initiative

The Hanover Preschool Initiative Program is an early childhood development program open to three- and four-year-old children who meet eligibility requirements. We have designed this program to promote a child's school readiness skills and social competencies through attention to health (medical, dental, and mental), education, family support, community collaboration, and parental involvement.

The program is funded through Head Start and the Virginia Preschool Initiative. For more information, please visit the Hanover Preschool Initiative page.

Contact: Katie Stockhausen, Coordinator of Federal Programs

Contact

Federal Programs Telephone: (804) 365-4513
Hanover Preschool Initiative Telephone: (804) 365-4506

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