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Special Education Services support instructional programs for students with disabilities in the division. Hampton City Schools is currently providing services to 2,682 students with disabilities in the various programs throughout the school division.

This site is designed to gather information from parents, teachers, students, and community members in an effort to better serve the needs of students with disabilities, their families, and professionals who support them in the City of Hampton.

Each school year the Virginia Department of Education (VDOE) is required to report to the U.S. Department of Education the "Percent of parents with a child receiving special education services who report that schools facilitated parent involvement as a means of improving services and results for children with disabilities."  Your participation in this survey will help VDOE collect additional information to identify training needs related to the special education processes.  The VDOE will use the results of this survey to improve parental involvement in the special education process and improve outcomes for all students within the Commonwealth.  It is important to note that your responses are recorded anonymously and cannot be personally linked to your child. Parents who have more than one child receiving special education services should submit one survey for each child receiving services. Please reflect upon your experiences during the 2019-2020 school year. This year’s timeline for completion and submission of survey responses, in any modality, is set for December 18, 2020.

If you have questions or need assistance concerning this survey process, please contact Hank Millward, via telephone, at (804) 371-0525 or via email, at

Watch the video "Be the One"



"Autism" means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three that adversely affects a child's educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. Autism does not apply if a child's educational performance is adversely affected primarily because the child has an emotional disturbance. A child who manifests the characteristics of autism after age three could be diagnosed as having autism if the criteria are satisfied

Common Characteristics

  • Impairments of communication and emotional dysfunction
  • Difficulty relating to others in typical manner
  • Resistance to being picked up or held by parents
  • Significant speech deficits including mutism and echolalia
  • Early specific food preferences
  • Obsessive desire for repetition and sameness
  • Bizarre repetitive behavior, such as rocking/spinning
  • Lack of imagination


  • Impaired social interactions
  • Restricted repertoire and stereotypical patterns of behaviors, interests and activities

Autistic Disorder

  • Impairment in communication
  • Education impact

"Deaf-blindness" means simultaneous hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.

Common Characteristics

  • Reduced ability to gather information from environment.
  • Reduced ability to form relationships and respond to interactions with others in typical ways
  • Orientation and mobility issues


  • Severe communication delays are documented
  • Severe delays in all developmental areas exist
  • May exhibit other health and/or motor impairments

"Developmental delay" means a disability affecting a child ages two by September 30 through six inclusive:  1.  Who is experiencing developmental delays, as measured by appropriate diagnostic instruments and procedures, in one or more of the following areas:  physical development, cognitive development, communication development, social or emotional development, or adaptive development

Common Characteristics

Delay in one or more of the following areas: cognitive development, physical development, social/emotional development, or adaptive development


  • Significant delays or atypical patterns of development
  • Physical or mental condition that has a high probability of resulting in developmental delay

"Emotional disability" means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance:1. An inability to learn that cannot be explained by inteslectual, sensory, or health factors; 2. An inability to build or maintain satisfactory interpersonal relationships with peers and teachers; 3.  Inappropriate types of behavior or feelings under normal circumstances; 4. A general pervasive mood of unhappiness or depression; or 5. A tendency to develop physical symptoms or fears associated with personal or school problems. Emotional disturbance includes schizophrenia. The term does not apply to those socially maladjusted.

Common Characteristics

  • Anti-social behavior
  • Overly withdrawn/depressed
  • Lack of social skills
  • Perform at least one year below grade level academically


  • Behavior significantly different than average peer
  • Behaviors impact educational performance
  • Behaviors exist for approximately 6 months
  • Not attributed to social maladjustment

"Deafness" means a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects the child's educational performance.  "Hearing impairment" means an impairment in hearing in one or both ears, with or without amplification, whether permanent or fluctuating, that adversely affects a child's educational performance but that is not included under the definition of deafness.

Common Characteristics

  • May speak too loudly or too softly or with high pitch,
  • Often feel lonely or isolated in school when interactions with other deaf children are limited


  • Documented hearing loss or deafness
  • Educational impact

“Intellectual disability” means significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period that adversely affects a child’s educational performance.

Common Characteristics

  • Low cognitive functioning,
  • Poor memory, Attention problems, Slow learning rates,
  • Difficulty applying learned knowledge in new settings
  • Substantial deficits in self-care, home living, social skills


  • IQ scores 2 SD below mean (70 or less)
  • Adaptive behavior composite is 2 SD below the mean
  • Developmental history indicates impairment

"Multiple disabilities" means simultaneous impairments (such as mental retardation-blindness, mental retardation-orthopedic impairment), the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. The term does not include deaf-blindness.

Common Characteristics

  • Based on the individual disabilities that make up the category
  • May include severe levels of multiple disabilities


  • Combination of impairments prevents the child from being served in a program solely for one of the impairments

"Orthopedic impairment" means a severe orthopedic impairment. The term includes impairments caused by congenital anomaly, impairments caused by disease (e.g., poliomyelitis, bone tuberculosis, etc.), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures).

Common Characteristics

  • Congenital or acquired impairment
  • Inability to perform tasks and require adaptive equipment


  • Documented medical impairment
  • Educational impact

"Other health impairment" means having limited strength, vitality or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, and sickle cesl anemia and Tourette syndrome.

Common Characteristics

  • Any health impairment which does not fall under any other disability category, such as ADHD or ADD
  • Behavior or attention issues that impact classroom success


  • Physical conditions that aversely affect a child’s educational performance, the physical issue may be congenital or acquired.

"Specific learning disability" means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spesl or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.    Specific learning disability does not include learning problems that are primarily the result of visual, hearing, or motor disabilities; of mental retardation; of environmental, cultural, or economic disadvantage.   1.   Dyslexia is distinguished from other learning disabilities due to its weakness occurring at the phonological level.  Dyslexia is a specific learning disability that is neurobiological in origin.  It is characterized by difficulties with accurate and/or fluent word recognition and by poor spesling and decoding abilities.  These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction.  Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.

Common Characteristics

  • Difficulties with reading, math, written language
  • May have listening and attention issues
  • Poor grades
  • Poor peer interactions, frustration


    • A psychological processing disorder is noted
    • Learning problems that cannot be attributed to other disabilities (discrepancy in ability and achievement
    • Special educational services needed to succeed in school

"Speech or language impairment" means a communication disorder, such as stuttering, impaired articulation, expressive or receptive language impairment, or voice impairment that adversely affects a child’s educational performance.

Common Characteristics

  • Sound speech areas: distortions, omissions, substations, and additions
  • Stuttering
  • Abnormal vocal quality such as pitch, loudness or resonance
  • Language impairment in phonology, morphology, syntax, and semantics


    • Speech impairments
    • Articulation disorders
    • Fluency disorders
    • Voice disorders
    • Language delays
    • Educational impact

"Traumatic brain injury" means an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both. Traumatic brain injury applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech. Traumatic brain injury does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma.

Common Characteristics

  • Physical and sensory changes
  • Lack of coordination
  • Spasticity of muscles
  • Cognitive impairments such as short or long term memory
  • Social, behavioral, and emotional problems


  • Documented injury
  • Educational impact

"Visual impairment including blindness" means impairment in vision that, even with correction, adversely affects a child's educational performance. The term includes both partial sight and blindness.

Common Characteristics

  • Limited incidental learning possible delays or deficits in motor developments
  • Often experience social isolation and/or difficulties in social interactions with sighted peers


  • Documented visual impairment
  • Educational Impact

Child Find includes the processes and procedures for identifying, locating and evaluating children, between the ages of 2 and 22, inclusive, who reside within the City of Hampton and are in need of special education services.  These procedures are consistent with the Individuals with Disabilities Education Improvement Act (IDEIA, 2004), and Regulations Governing Special Education Programs for Children with Disabilities in Virginia (2009). This process includes gathering and organizing information, determining if evaluations are necessary, and determining the eligibility status regarding the student suspected of having a disability.

  • If you wish to make a referral, contact the building administrator for the school your student attends. 
  • If your student is enrolled in private school, contact the building administrator for the school for which your student is zoned. 
  • If your student is preschool age, contact Janel Jones in the Office of Special Education at 727-2419.

The term Inclusion originated in the severe disabilities literature where it referred to the placement of all students with disabilities in general education classrooms with necessary support provided within these classrooms (e.g. Stainback & Stainback, 1996). Similarly, the National Information Center for Children and Youth (NICHCY) refers to inclusion as the philosophy, process, and practice of educating students with disabilities in general education classrooms in neighborhood schools with the supports and accommodations needed by those students (NICHCY, 1997, p.2).

Hampton City Schools is currently working with the regional Training and Technical Assistance Center (T/TAC) at the College of William and Mary (, to establish division-wide Effective Inclusive Practices.

In order to facilitate the process of moving towards more Effective Inclusive Practices, a division leadership team with multiple stakeholders has been set up to guide this process. Schools have been tasked with establishing building based Effective Inclusive Practice teams.

Section 504 covers qualified students with disabilities who attend schools receiving Federal financial assistance. To be protected under Section 504, a student must be determined to: (1) have a physical or mental impairment that substantially limits one or more major life activities; or (2) have a record of such an impairment; or (3) be regarded as having such an impairment. Section 504 requires that school districts provide a free appropriate public education (FAPE) to qualified students in their jurisdictions who have a physical or mental impairment that substantially limits one or more major life activities.

What is a physical or mental impairment that substantially limits a major life activity?
The determination of whether a student has a physical or mental impairment that substantially limits a major life activity must be made on the basis of an individual inquiry. The Section 504 regulatory provision at 34 C.F.R. 104.3(j)(2)(i) defines a physical or mental impairment as any physiological disorder or condition, cosmetic disfigurement, or anatomical loss affecting one or more of the following body systems: neurological; musculoskeletal; special sense organs; respiratory, including speech organs; cardiovascular; reproductive; digestive; genito-urinary; hemic and lymphatic; skin; and endocrine; or any mental or psychological disorder, such as mental retardation, organic brain syndrome, emotional or mental illness, and specific learning disabilities. The regulatory provision does not set forth an exhaustive list of specific diseases and conditions that may constitute physical or mental impairments because of the difficulty of ensuring the comprehensiveness of such a list.

Major life activities, as defined in the Section 504 regulations at 34 C.F.R. 104.3(j)(2)(ii), include functions such as caring for one's self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working. This list is not exhaustive. Other functions can be major life activities for purposes of Section 504.  In the Amendments Act (see FAQ 1), Congress provided additional examples of general activities that are major life activities, including eating, sleeping, standing, lifting, bending, reading, concentrating, thinking, and communicating.  Congress also provided a non-exhaustive list of examples of “major bodily functions” that are major life activities, such as the functions of the immune system, normal cesl growth, digestive, bowel, bladder, neurological, brain, respiratory, circulatory, endocrine, and reproductive functions.  The Section 504 regulatory provision, though not as comprehensive as the Amendments Act, is still valid – the Section 504 regulatory provision’s list of examples of major life activities is not exclusive, and an activity or function not specifically listed in the Section 504 regulatory provision can nonetheless be a major life activity.

Once a student is identified as eligible for services under Section 504, is that student always entitled to such services?
Yes, as long as the student remains eligible. The protections of Section 504 extend only to individuals who meet the regulatory definition of a person with a disability. If a recipient school district re-evaluates a student in accordance with the Section 504 regulatory provision at 34 C.F.R. 104.35 and determines that the student's mental or physical impairment no longer substantially limits his/her ability to learn or any other major life activity, the student is no longer eligible for services under Section 504.

What is the process for determining if my student is eligible for a 504 Plan?

Contact the 504 Administrator for the school your student is currently attending. 

Grievance Procedure for Student Sexual and Disability Harassment/Discrimination 

What are Transition Services?

IDEA 2004 defines Secondary Transition as a coordinated set of activities for a student receiving special education services which is designed as an outcome oriented process, that promotes movement from school to post-school activities to being no later than age 16 which may include:

Post-Secondary Education
Vocational Education
Integrated Employment
Continuing/Adult Education
Adult Services
Independent Living
Community Participation

Transition Planning is based upon:

Student’s needs
Student’s strengths
Student’s preferences
Student’s interests

Transition Services include:

Activities needed to assist in reaching post-secondary goals
Course of study

Who Can Participate in Transition Planning?

Parent or Guardian
Special Educator
Guidance Counselor
CTE Teacher
Vocational Evaluator
Adult agency services providers
Anyone who has a vested interest in the student’s post secondary activities

Transition Services Provided:

Informational Transition Assessments
Transition planning and attendance to IEP meetings
Vocational Course Referrals
Referral Source to local agencies
Transition Data Collection
Vocational Tours

*ARC of the VA Peninsula, New Horizons Education Center, Woodrow Wilson Rehabilitation Center

Education Options after High School:

Community Colleges
Four-Year Colleges
On-the-job Training
Military Service
Adult Education
Technical Schools
Independent Living Skills

Planning for Success! The key to a SUCCESSFUL transition is early and thoughtful planning. Students must be actively involved in the planning process!


ABLEDATA for Assistive Technology Information

Benefits Counseling

Center for Secondary Education Transition

Department of Health and Human Services

Division on Career Development and Transition

Institute for Community Inclusion

Links and Information on Self-Determination

Peninsula Council for Workforce Development

Virginia Board for People with Disabilities

VA Transition Services for Students with Disabilities

What is Assistive Technology?

Assistive technology or AT is legally defined as “any piece of equipment or product system, whether acquired commercially, off the shelf, modified, or customized that is used to increase, maintain, or improve functional capabilities of individuals with disabilities” (20 U.S.C., Chapter 33 Section 1400(a)).

Assistive Technology Services

Assistive technology services means “ any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device: (20 U.S. C., Chapter 33 Section 1401(1)). 

Assistive Technology Services offers the following:

  • An Assistive Technology (AT) referral process for students with disabilities
  • Training for students, teachers, administrators, parents and support services
  • Support to classrooms for integrating technology
Open labs so teachers, parents, and support staff can collaborate and make activities for school and home use.

The AT Lab is located on the grounds of Hampton High School.  It is the white brick building situated on the front left of the high school.

                 1589 Wingfield Dr., Hampton 23666

The AT lab is where teachers, support staff, and parents can come and use various software applications to create learning activities, laminate materials, and make other materials. 
Trainings are held throughout the year on different software, equipment, and communication devices.
The AT lab is an exceslent place to collaborate and network with colleagues.

Open Lab Dates for Teachers                  


Open Lab Dates for Parents


For more information, please contact:

Makalla Routten
Assistive Technology Specialist
(757) 896-7627

Yvonne ‘Cricket’ Brown
Intervention Support Assistant
(757) 896-7624

Assistive Technology Lab and Resource Center
1589 Wingfield Dr., Hampton 23666
(757) 896-8306 (fax)

For more information, please contact:

Makalla Routten
Assistive Technology Specialist
(757) 896-7627

Wanda Cook
Intervention Support Assistant
(757) 896-7624

Assistive Technology Lab and Resource Center
1445 W. Queen St.
Hampton, Virginia  23669
(757) 896-8306 (fax)

Speech-Language Impairment (SLI)

Speech- Language Impairment (SLI) services may be available to students who:
1. Meet eligibility criteria under the disability category of speech-language impairment as decided by an eligibility committee. In order to be eligible under the category of SLI, the following must be documented:
a. the presence of a speech-language impairment
b. the speech-language impairment has an adverse educational impact
c. the student requires specialized instruction: (Virginia Department of Education, “Speech Language Pathology Services in Schools: Guidelines for Best Practice”, 2005, 96).
d. Require speech-language services in order to assist a child with a disability to benefit from special education (VDOE, “Speech Language Pathology Services in Schools: Guidelines for Best Practice”, 2005,17). This process is referred to as a “related service consideration” and is completed through the IEP committee.

What is a Speech-Language Impairment?
The Virginia Department of Education describes a speech/language impairment as a communication disorder, such as dysfluency (stuttering), impaired articulation, expressive or receptive language impairment or a voice impairment that adversely affects a child’s educational performance (VDOE, Eligibility Worksheet for SLI).

Articulation: An articulation/phonological impairment is characterized by a failure to use speech
sounds that are appropriate for a person's age and linguistic dialect. Such errors in sound
productions may interfere with intesligibility, social communication, and/or academic and
vocational achievement (VDOE, “Speech Language Pathology Services in Schools: Guidelines
for Best Practice”, 2005, 98).

Factors to Consider:
Sound Errors: Is the child exhibiting errors or phonological processes that are
developmentally appropriate or should sound errors/ processes have been
mastered by their chronological age?
Intesligibility: How well is the student understood by the listener?
Stimulability: Is the child able to make target sounds (sounds that are no longer
developmentally appropriate) when given a model?
Dialectal Variations, Accent or Limited English Proficiency (LEP)?
Academic Impact: Is articulation negatively affecting the student's academic performance?
Standardized Assessments (Speech/language assessments and academic testing)
Educational Checklist and/or Evaluation
Teacher, Parent and/or Student Reports

Receptive and Expressive Language: A language impairment is defined as the inadequate or
inappropriate acquisition, comprehension or expression of language. Students who have Limited
English Proficiency (LEP) or those students who are not speakers of Standard American English
due to sociocultural dialects are not automatically considered to be students with a speech-
language impairment (VDOE, “Speech Language Pathology Services in Schools: Guidelines
for Best Practice”, 2005, 106).

Factors to Consider:
Standardized Assessments (Speech/language assessments and academic testing)
Non-Standardized Assessments (Functional Analysis)
Language Sampling to include descriptions of language in high and low comprehension
and verbal demand situations
Education Checklist and/or Evaluation
Academic Impact
Teacher, Parent and/or Student Reports
Other factors that may be discussed include psychological testing and/or the presence of a
learning disability or processing impairment

Fluency: Primarily characterized by repetitions (sounds, syllables, part words, whole words,
phrases), pauses, and prolongations that differ in number and severity from those of normally
fluent individuals. The onset usually occurs during the time language skills are developing, and
onset is generally gradual in nature. Secondary characteristics are frequently evident, and these
very in type and severity from individual to individual. The dysfluencies may interfere with
intesligibility, social communication, and/or academic and vocational achievement (VDOE,
“Speech Language Pathology Services in Schools: Guidelines for Best Practice”, 2005, 110).

Factors to Consider:
Standardized Assessments (Speech/language and academic testing)
Frequency of Dysfluencies
Description of Dysfluencies
Associated Non-Vocal Behaviors (Tension, Secondary Behaviors)
Background Information and History
Educational Checklist and/or Evaluation
Academic Impact
Teacher, Parent and/or Student reports

Voice: A voice impairment is defined as a pitch, loudness or quality condition that calls attention to
itself rather than to what the speaker is saying. Before a child may be found eligible for
services for a voice impairment, the child should receive a medical examination from an
otolaryngologist, clearing the child for intervention. This is important to ensure the source of
the voice impairment is not an organic problem for which therapy is contradicted (VDOE,
“Speech Language Pathology Services in Schools: Guidelines for Best Practice”, 2005, 114).

Factors to Consider:
Standardized Assessments (Speech/language and academic)
Medical Information from an ENT
Voice Quality
Resonance (hyponasality or hypernasality)
Educational Checklist and/or Evaluation
Academic Impact
Teacher, Parent and/or Student Reports

Services for Students Identified as Hearing or Visually Impaired


The Virginia Department of Education (VDOE) provides information on services for students with hearing and/or vision impairments at its Web site.   The following links to information and resources are excerpted from the Virginia Department of Education’s (VDOE) Web page, Specific Disabilities.

Other specific resources that should be available to teachers and parents include the following:

Occupational and Physical Therapy Services

Federal and state laws govern the provision of school-based occupational and physical therapy services. OT and PT services are related services to special education, and are a supportive service provided to assist a student to benefit from their educational program. This differs from the therapy a student may receive from a medially based provider or clinic.

OT and PT evaluations are requested when school teams require additional information concerning the performance of a student in areas that may be supported by therapy intervention such as fine motor, self-help, sensory motor, and gross motor skills.

Written parental consent is required for the initiation of the evaluation.  The type of evaluation conducted is determined by the nature of the referral, the student’s unique characteristics, and the presenting difficulties observed in school.

The evidence of a delay or medical condition does not necessarily mandate therapy services. The student’s needs, as identified by IEP goals, are the driving force for service determination. The IEP team must decide if the student requires OT and/or PT to benefit from his or her special education program. 

As educational team members, therapists work closely with teachers, families, and the student to identify solutions and implement strategies that help students participate in their educational program. Services may include the design and construction of adaptive equipment, modification of the educational environment, consultation, and/or provision of direct services.

Occupational and Physical Therapists are certified by a national licensing board and are also licensed through the Virginia Department of Health Professions.

The Virginia Department of Education's Training and Technical Assistance Center at Old Dominion University (T-TAC ODU) is part of a statewide network of assistance centers that are designed to improve educational opportunities and contribute to the success of children and youth with disabilities (birth-22 years).

TTAC’s mission is to increase the capacity of school personnel, service providers, and families to meet the needs of children and youth with disabilities; and to foster the state improvement goals for personnel development. (From the TTAC website: ).

TTAC offers professional development workshops and conferences, training events, collaborative consultation services, publications, information services, and a lending library. Parents are able to borrow library materials by making a request through the TTAC website . For more information about all available services, please visit the services page:

Contact Information:

T-TAC Old Dominion University
Old Dominion University
860 W. 44th St
Norfolk, VA 23529

Phone: (757) 683-4333
TDD: (757) 683-5963

For long distance callers: 1-888-249-5529

The Special Education Department will be providing sessions for families throughout the school year, entitled "Training For Families Meetings." During these sessions, various topics and facets of Special Education will be covered. 

All of the meetings are held in the Veteran's Conference Room, 1st Floor, Ruppert Sargent Building, 1 Franklin Street, Hampton, VA 23669. 

Planning for Summer (PDF)

Person-Centered Planning A Tool for Transition (PDF)

©2020 HAMPTON CITY SCHOOLS All rights reserved - One Franklin Street, Hampton Virginia 23669 - 757-727-2000


As stated in School Board Policy AC and GBA, Hampton City Schools (“HCS”) does not discriminate with regard to race, color, religion, national origin, sex, sexual orientation, gender, gender identity, age, disability, ancestry, marital status, pregnancy, child birth or related medical conditions, status as a veteran, genetic information, or other characteristic protected by law in its programs, activities and employment practices and provides equal access to the Boy Scouts and other designated youth groups.  

HCS also prohibits retaliation under School Board Policy GBAB for the purpose of interfering with a person’s rights and/or privileges under federal civil rights laws, which can include: (i) raising concerns with Division personnel about a civil rights violation; (ii) asserting a right or advocating for the rights of a student or employee under federal civil rights laws; or (iii) participating in a complaint investigation or related proceedings. 

All individuals are encouraged to promptly report any incident they believe to be discrimination, harassment or retaliation in violation of HCS School Board Policy.  All reports should be made to the HCS Compliance Officer, who also serves as the HCS Executive Director of Human Resources and Title IX/ADA Coordinator.  Upon receiving a report of alleged discrimination, harassment or retaliation, the Compliance Officer shall promptly authorize an investigation into the complaint, determine whether the alleged act occurred, and determine whether any action must be taken to end or prevent further harassment, discrimination, or retaliation.  For more information about this process, please review the Formal Resolution Process and/or Informal Resolution Process.    

Should you have any questions about these procedures or the contents of this notice, please contact:

Executive Director of Human Resources
Title IX and ADA Coordinator
Department of Human Resources
One Franklin Street
Hampton, VA 23669
(757) 727-2300



Hampton City Schools (HCS) is committed to making its website accessible for all, including individuals with disabilities, and strives to ensure accessibility currently and as new technologies emerge.  The division welcomes questions and feedback on the site’s accessibility at each development phase.  By clicking on “Contact” at the upper right of the main webpage, all users are able to “Help Resolve a Concern,” “Share a Story,” “Provide Feedback,” and “Ask a Question.”  Additionally, the Contact Us page provides direct email access to HCS Webmaster Vickie Carper,


HCS’s computer systems and networks include all of the computer hardware, operating system software, application software, stored text, data files, electronic mail (email), local databases, externally accessed databases, CD-ROM, optical media, clip art, digital images, digitized information, communications technologies, and new available technologies.

Please note that some pages on the HCS website contain links to third-party sites.  HCS is not responsible for the content, facts, opinions or accessibility of third-party sites.


The majority of pages in our site are available in HTML format that can be deciphered by screen readers. Some documents are in Portable Document Format (PDF), which require Adobe Acrobat Reader to view.

  • To download this free program, visit the Adobe website.
  • To read PDF documents with a screen reader, please link to the Access Adobe website, which provides useful tools and resources.

Also, many popular browsers contain built-in accessibility tools, and there are other plug-ins that make websites more accessible.

The HCS website is designed and monitored by HCS Webmaster Vickie Carper, who serves as the gatekeeper for website content and accessibility.   The Webmaster is under the direction of the Executive Director of Public Relations and Marketing, supervised by the Director of Graphics.
Web visitors using assistive technology who may have trouble accessing information on the website may contact the HCS Webmaster,, the Executive Director of Public Relations and Marketing, and/or the Director of Graphics,

When submitting a question or concern via email, “accessibility” should be included in the subject line.  Every reasonable attempt will be made to address the user’s concern within twenty-four hours.  To assist HCS in responding appropriately, all inquiries should include the following information:

  • A description of the accessibility concern or question;
  • The webpage address of the requested material;
  • The format in which the user prefers to receive the material;
  • The user’s contact information, including preferred method of contact.


HCS monitors all technology resource activity and requires all employees, students and individuals with access to HCS computer systems and networks to annually read and sign an Acceptable Use Policy.  See School Board Policy IIBEA for Students; School Board Policy GBBB for Employees.

Our continuing goal is for the HCS website to be accessible to individuals with disabilities in compliance with the requirements of Section 504 of the Rehabilitation Act of 1973 and that statute's implementing regulations at 34 C.F.R. Part 104, and Title II of the Americans with Disabilities Act of 1990 and that statute's implementing regulations at 28 C.F.R. Part 35.

Good faith efforts are being made to ensure that our website complies with web accessibility standards. In addition to the federal regulations above, we are actively working to conform to level AA of the World Wide Web Consortium (W3C) Web Content Accessibility Guidelines (WCAG) 2.0.
Prior to posting new website content, the HCS Webmaster determines if the proposed content meets the criteria of the World Wide Web Consortium (W3C).  Periodically the HCS Webmaster checks the website with a recognized website checker such as 508 Checker and WAVE.  If the audit identifies issues of concern or content errors that impede accessibility to any user, the concerns/errors are evaluated and remedied within a six-week period.


HCS’s website and computer systems and networks are provided on an “as available” basis.  HCS makes no warranties, expressed or implied, without limitation, regarding the fitness for a particular purpose regarding any service provided by the system and any information contained or software used therein.  The division uses hardware and software provided by third-party technology vendors.  Therefore, the division does not warrant that the functions or services performed by, or that the information or software on the system, will meet the user’s requirements.