Federal Programs

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

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.


  • 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


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 funds to serve students in kindergarten through fifth grade to provide additional reading, math, and social-emotional support. Title I 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 Virginia’s public schools. School Quality Profiles are available for all schools, school divisions, and for the state.

Family Engagement 

Laughing student

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.

Contact: Carrie Cicuto, Coordinator of Federal Programs
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 learning for teachers, professional conferences, and consultants who provide subject area expertise. This source of funding allows our division to more fully support the mission and vision of HCPS.

Through collaborative decision making and identification of instructional areas of focus, these funds allow our division to target specific opportunities for learning. These priority areas of focus allow our division to make improvements to instructional practice and better equip teachers to create high quality learning environments.

Contact: Dr. Stephen Castle, Director of Professional Learning and Leadership Development

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: Allison Silva, Curriculum Specialist for Language Instruction Educational Program (LIEP) and Title III Coordinator or Dr. Cheri Beth Fisher, Director of Curriculum and Instruction

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

Indian Formula Grant

This federal grant is designed to address the cultural, language, and educationally-related academic needs of American Indian and Alaska Native (AI/AN) students.

Local Needs Assessment
Formula grant programs must be based on a comprehensive local assessment and prioritization of the unique educational and culturally related academic needs of the Indian students being served.
(ESEA Section 6114(c)(3)(A))

The purpose of a Needs Assessment is to gather information about the specialized and unique educational and culturally related needs of eligible Indian students. It provides direction for the development of the program to meet specific needs.

All local education agencies (LEAs), including those in a consortium, that receive Title VI Indian Education formula grants are required to establish an Indian Parent Committee (PC).
(ESEA Section 6114(c)(4))

LEA must develop the program with the participation and written approval of the IPC.
IPC membership MUST include the following: (i) parents and family members of Indian children in the local educational agency's schools; (ii) representatives of Indian tribes on Indian lands located within 50 miles of any school that the agency will serve if such tribes have any children in such school; (iii) teachers in the schools; and (iv) if appropriate, Indian students attending secondary schools of the agency.
(Section 6114(c)(4) of Part A, Title VI)

IPC Roles and Responsibilities
IPC meetings should be open to the public, announced in advance, and in coordination with the LEA. The IPC approves the use(s) of Title VI funds in schoolwide programs and amendments to the programming or budget. The IPC establishes and abides by reasonable by-laws. The IPC consults with the LEA on the development, implementation and evaluation of the program

- The parent committee should observe or enforce standard professional meeting etiquette, protocol and rules, and use standard note taking to document proceedings.
- The Parent Committee consults and approves new items for consideration and decision on the agenda. They also vote to approve the use of monies in a school-wide Title VI program.
- The Indian Parent Committee serves in an advisory capacity. The eligible entity receiving the grant funds is responsible for the financial and programmatic administration of the Indian Education formula grant program

IPC may NOT:
Set policies, hire, fire or supervise LEA or project staff. Directly administer the project, review personnel records, commit or obligate funds for the LEA.

LEA Roles and Responsibilities
Ensures the program will be operated and evaluated with input from the IPC. Administers the Title VI program and program services. Employs and supervises the performance of project staff. Fiscally administrates and obligates funds. Maintains all grant records.

Indian Parent Committee Bylaws
The Indian Parent Committee establishes bylaws that define operations of the IPC.
- All Title VI LEA grantees are required to have Parent Committees and must establish by-laws. The bylaws should define the leadership and membership composition, size of the board and how it will function.

ED/OIE Websites
- Communities of Practice https://easie.communities.ed.gov/#program
- Office of Indian Education https://oese.ed.gov/offices/office-of-indian-education/
- Department of Education http://www.ed.gov/

The 2023-2024 Grant

Allocation: $ 8,563.00
Grant Award End Date: June 30, 2024

Grant Objective: Hanover County Public Schools will support the cultural relevant needs of Indian students through meaningful experiences and partnerships. This includes opportunities for middle and high school students to meet and access Virginia Tribal Education Consortium (VTEC) resources and connections. Additionally, these students will be provided a division level partner who has professional knowledge to work with Indian students on post-secondary career opportunities. Students will be provided a journal to map out goals, reflect, and outline action steps.

Funds will also be used for Native crafts, materials, objects, and regalia that will be available and used K-12 at cultural fair events, family, engagement events, presentations, and curriculum enhancement.

Contact: Carrie Cicuto, Coordinator of Federal Programs

Hanover Preschool

Hanover Preschool offers early childhood development education opportunities to three and four year old children who meet eligibility requirements. The Hanover Preschool experience promotes 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.

Hanover Preschool is funded through Head Start grant funds, the Virginia Preschool Initiative grant funds, and local funds. For more information, please visit the Hanover Preschool page.

Contact: Elizabeth Verlander, Coordinator of Preschool Programs

For Questions or Assistance

Family Engagement and Welcome Center: (804) 365-4513
Hanover Preschool: (804) 365-4506

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