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 - Supplemental Instruction Programs

Supplemental Instruction Programs provide financial assistance to schools with high percentages of children from low-income homes to help insure that all children meet challenging state academic content and achievement standards. In HCPS, two schools receive funds via a federal grant known as Title I. These schools are Mechanicsville Elementary and Elmont Elementary. Two additional schools receive funds via state and local funds. These schools are Henry Clay Elementary and John M. Gandy Elementary.

The goals of our Supplemental Instruction Programs are:

  • Provide supplemental instruction to help eligible students master grade level reading and mathematics skills.
  • Supplement the high quality instruction occurring in the child’s classroom.
  • Promote self-esteem to help children reach their full potential.
  • Encourage parent and family engagement.

What do Supplemental Instruction Programs Look Like?

  • Provides additional instruction for eligible students in grades K-5 who need assistance to improve reading and math skills.
  • Provides a variety of instructional approaches and materials which supplement the county’s reading, language arts, and math curriculums.
  • Provides individual/small group help with an adult/student ratio of approximately 1:4.
  • Provides 1:1 tutoring for identified first grade students by trained Reading Recovery® teachers.
  • Provides ongoing assessment of student progress.
  • Encourages parent/family involvement to strengthen home-school relations through parent conferences and Workshops.

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. 

Contacts for Family Engagement: 

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.

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

Title I Contacts

Elmont Elementary School
Lisa Kephart, Reading Specialist/Reading Recovery® Teacher Leader in Training
Kathy Benckert, Reading Specialist/Reading Recovery® Teacher Leader
Catherine Ramsey, Literacy Coach
Allison Kahl, Reading and Mathematics Resource Teacher
Tricia Trent, Supplemental Reading Specialist

Henry Clay Elementary School
Laura Custalow, Family Engagement and Behavior Interventionist Specialist
Jennifer Sanders, Literacy Coach
Elena Faulker, Reading Specialist
Briean Archer, Supplemental Reading Specialist
Rebecca Santelli, Reading/Math Resource Teacher
Autumn Coulter, Reading/Math Resource Teacher

John M. Gandy Elementary School
Katelyn Wilkerson, Literacy Coach
Brandi Hulsey, Family Engagement and Behavior Intervention Specialist
Serena Twine, Reading/Math Resource Teacher
Christina Saunders, Core Reading Specialist
Jennifer Johnson, Core Reading Specialist
Mechanicsville Elementary School
Megan Groseclose, Literacy Coach
Cathy Naff, Family Engagement and Behavior Intervention Specialist
Maureen Atkinson, Supplemental Reading Specialist
Millie Brezinski, Reading and Mathematics Resource Teacher
Sarah Hockman, Reading and Mathematics Resource Teacher
Kim O’Brien, Reading and Mathematics Resource Teacher
Becky Rickman, Supplemental Reading Specialist
Wendy Schilbe, Supplemental Reading Specialist
Cynthia Waybright, Instructional Assistant

If a parent has a concern related to Supplemental Instruction Programs at Elmont Elementary School, Mechanicsville Elementary School, Henry Clay Elementary School or John M. Gandy Elementary School, they are encouraged to immediately contact the school principal or teacher. They are eager to work with you and problem solve regarding your concern. 

In the event that a parental concern at a Skipped School (Henry Clay Elementary or John M. Gandy Elementary) cannot be addressed at the school level, the parent may wish to contact Michael Mudd, Director of Elementary Education, or Dr. Dana Gresham, Director of Professional Development, Leadership, & Federal Programs, for assistance.

In the event that a parental concern at a Title I school (Elmont Elementary or Mechanicsville Elementary) has not been resolved after working with school level, the complaint may be brought to Dr. Dana Gresham, Director of Professional Development, Leadership, & Federal Programs. Please call (804) 365-4513 for assistance with this process.

Teacher helping student with classworkTitle II - Professional Development

The 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.

The Title II Class Size Initiative Program in the Hanover County Public Schools provides staff to lower pupil/teacher ratio in qualifying schools. 

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.

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 our Hanover Preschool Initiative page. 


Dr. Dana Gresham, Director of Professional Development, Leadership, and Federal Programs
Cameron Glasco, Federal Account Specialist
Carrie Cicuto, Coordinator of Federal Programs
Katie Stockhausen, Director/Coordinator of Federal Programs
Sharon Warren, Federal Account Specialist

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

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