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WJCC reviews federal Title I–IV grant applications and staffing allocations for 2025–26
Summary
The school division presented proposed FY 2025–26 federal program grant applications for Titles I, II, III and IV, describing allocations, staffing funded by Title I, and plans for amendments after state allocations are finalized.
WILLIAMSBURG, Va. — Williamsburg-James City County Schools reviewed proposed federal grant applications for Titles I, II, III and IV for the 2025–26 school year on June 4, detailing how the division intends to use funds for personnel, literacy and multilingual learner supports.
Miss Ford presented the applications and explained each program’s purpose, estimated allocations and primary uses. Title I funds will continue to support targeted and schoolwide services at seven of nine elementary schools; the division proposes that 92% of Title I funds remain allocated to school‑based positions and partial division positions, including interventionists and coaches. “Title I programming in WJCC prioritizes the use of federal grant funds for direct services to students,” Ford said.
Ford described planned Title I staffing funded by the grant: 12 full‑time school‑based positions and three partially grant‑funded positions, seven literacy interventionists, three math interventionists at schoolwide programs, and a proposed student support teacher for newly designated schoolwide elementary schools. The Title I application also funds 21 tutors who supported students in 2024–25 and division‑level Title I coordinator and literacy coaches.
Title II funds are proposed mostly for personnel and professional learning, including the organizational development specialist position (full FTE) and 50% of a secondary math coordinator. Ford said 77% of Title II would fund personnel and benefits and 23% would support professional learning and certification fees.
Title III will continue to fund English learner instruction and the Elevation platform and other adaptive learning systems. Title IV funds will be transferred to Title III to support English learner instruction and to continue partial funding for the multilingual learner family and community engagement coordinator.
Board members asked for a one‑page summary of positions, FTEs and allocations; Ford agreed to provide the summary. The presenters noted that state allocation numbers sometimes arrive after federal applications are submitted and that the division will submit amendments when the state releases final amounts. The board took no vote at the June 4 meeting; the division will proceed with required amendments when final allocations are known.
