Title I, Part A
Support for schools serving students from low-income families.
View funding source ↗California · Schools & districts
High-impact tutoring for California schools.
Live, small-group virtual tutoring in K–12 math and ELA. Plan targeted support around your school’s reading and math goals, students’ starting points, and the routines that help them participate.
A closer look at California
Your state’s priorities.
Your students’ next steps.
What California is prioritizing
State priorities.
Focused support.
Early literacy and language development. Math reasoning and engagement. Consistent tutoring connected to classroom learning.
Official sources checked November 3, 2026
01Early literacy and language development
California’s emphasis
California’s literacy work connects evidence-based reading instruction with language development and support for multilingual learners. K–2 reading-risk screening helps schools identify students who may need additional assessment and targeted instruction.
The Cignition connection
Start with the reading skills and language demands your team identifies. Discuss foundational skills, fluency, vocabulary, and comprehension support alongside classroom instruction and the school’s response to screening information.
02Math reasoning, access, and engagement
California’s emphasis
California’s 2023 Mathematics Framework emphasizes meaningful problems, reasoning, discussion, and equitable access to challenging mathematics. It guides instruction around the California Common Core State Standards for Mathematics.
The Cignition connection
Use visual models, purposeful questions, and small-group discussion to make students’ thinking visible. Review prerequisite needs while keeping the school’s grade-level learning goals in view.
03High-impact tutoring connected to school
California’s emphasis
CDE describes high-impact tutoring as sustained, relationship-based support that complements classroom instruction. Its guidance connects tutoring with MTSS, educators and families, and school-day or expanded learning programs.
The Cignition connection
Plan a consistent tutor, a recurring small-group routine, and a clear instructional focus. Agree on student access, on-site support when needed, attendance follow-up, and how the team will review progress.
Our curriculum. Your instructional goals.
From a learning target
to student thinking.
Start with the skill your students need next. Connect the learning goal, the task, and the explanation that shows how a student is thinking.
The California connection · A closer look at instruction
From a learning need to the work students do.
California’s emphasis on early literacy, language development, and mathematical reasoning provides context for reviewing this sample. Examine how a learner connects sounds and print, responds to prompts, and practices a foundational reading skill.
Compare the task and prerequisites with your classroom sequence and student work.
Explore a sample lesson
Elementary literacy
ELA · K–5 sample. Open the student lesson to examine the tasks for yourself.
Open the elementary literacy sample ↗
What should we look for?
Consider how a learner connects sounds and print, responds to prompts, and practices a foundational reading skill. Which responses would help your team decide what the student understands and what to teach next?
How would this connect with our curriculum?
Compare the learning goal, task, language, and prerequisites with your classroom materials. Your school’s learning sequence and the students’ starting points guide that discussion.
How should we use this example?
This grade-band sample illustrates selected instruction. It has not been customized for California and is not a comprehensive state standards alignment. For a specific alignment question, share the standard and classroom materials with our team.
Inside a school partnership
A shared plan.
People to keep
it moving.
Plan around your California school’s learning goals, intervention blocks, expanded learning schedules, and student access. Explore how the school team and Cignition coordinate before, during, and between sessions.
For a new California partnership, Cignition brings live virtual tutors, purpose-built curriculum, a dedicated program manager, and useful participation and learning information. Your school brings its learning priorities, protected time, technology, and local support. Local partnership experience informs planning; each new program has its own scope and requirements.
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Turn the instructional need into a workable plan.
Your school team
Identify the students and reading or math goals, share classroom and screening information, and protect recurring time. Your team names an onsite contact and checks devices, connectivity, and the proposed use of school funds.
The Cignition team
Your program manager coordinates planning with your school. Cignition prepares tutor assignments, small groups, instructional materials, and launch arrangements around your California school’s early literacy, language development, and mathematical reasoning.
Keep the session focused and students connected.
Your school team
Help students join on time, maintain a supervised learning space, and support participation or connection issues. Classroom teachers continue core instruction; tutoring provides additional targeted learning time.
The Cignition team
Experienced, carefully vetted tutors lead live virtual instruction using Cignition’s purpose-built curriculum, questions, models, and discussion. They respond to student work and record attendance, participation, and learning information.
Use the information. Keep the conversation going.
Your school team
Share classroom observations and school assessment context, review participation with your onsite contact, and identify questions about student learning or the routine.
The Cignition team
Your program manager shares participation and learning information and coordinates follow-up. Cignition’s instructional and implementation teams use that information with your school to consider grouping, learning targets, or scheduling adjustments.
California funding landscape
Understand the investment.
Find a relevant pathway.
Explore California’s federal allocations, learning recovery funds, and expanded learning and after-school programs. Check your district’s balance, program requirements, and whether a grant is accepting new applications.
Selected federal funding for California
FY 2026 · Published statewide awards
Title II, Part A
Educator effectiveness and instructional capacity.
View funding source ↗Title III, Part A
English-language acquisition and support for English learners.
View funding source ↗21st Century Community Learning Centers
Academic enrichment during non-school hours.
View funding source ↗Read the CALIFORNIA row and Fiscal Year 2026 column in each federal award table. Links highlight the row in supporting browsers. These statewide allocations are not unspent funds or a dedicated tutoring budget. Allowable uses differ. Title II supports educator capacity, not general tutoring services. Confirm your district’s available balance and approved use with its program lead.
California budgets and grant pathways
Funding reviewed November 10, 2026Learning Recovery Emergency
Block Grant
2026–27 restoration · District-controlled allocations
Who / what it supports
California restored $757.3 million in 2026–27 learning recovery funding for eligible LEAs. Funds support academic recovery and student and staff well-being and must be spent by June 30, 2028.
Where tutoring could fit
Evidence-based tutoring may fit a district’s documented learning recovery needs. Confirm the proposed arrangement meets Education Code 32526, including applicable staffing requirements, the needs assessment, and the LCAP.
Practical next step: Ask your business office to confirm the remaining balance, allowable use, staff qualifications, and purchasing steps. This is an allocation, not an open grant competition.
Review California’s learning recovery guidance ↗Expanded Learning
Opportunities Program
TK–6 · Afterschool and nonschool days
Who / what it supports
ELO-P provides funding to eligible school districts and charter schools for before- or after-school and nonschool-day enrichment for students in transitional kindergarten through grade 6.
Where tutoring could fit
CDE permits virtually based enrichment when students attend in person with qualified on-site staff at the required ratios. Review whether tutoring fits your ELO-P plan; a remote session alone does not satisfy the in-person program requirements.
Practical next step: Review the current allocation, approved program plan, supervision, staffing ratios, and expenditure deadline with your expanded learning lead.
Review California’s ELO-P requirements ↗ASES and 21st CCLC
including ASSETs
2026–27 · Existing awards and closed application rounds
Who / what it supports
ASES supports elementary and middle school programs with literacy, academic enrichment, and safe after-school activities. Federal 21st CCLC supports eligible high-need school communities, with ASSETs serving high school students.
Where tutoring could fit
An existing grantee may consider tutoring within its approved academic program. Confirm eligible students, on-site supervision, program hours, allowable costs, and local purchasing requirements with the grant lead.
Practical next step: The 2026–27 ASES application deadline has passed. California’s 2026–27 21st CCLC funding is continuation funding with no new RFA. Monitor CDE for future opportunities.
Review California’s grant opportunities ↗Cignition in California
Experience in California.
Connections that matter.
Cignition has supported California school communities through live virtual tutoring. In Belmont-Redwood Shores School District, for example, a spring 2023 math program served students in grades 3–5. The work connected small-group instruction, student learning information, and regular communication with the school team.
A sample of the California communities we have supported
A closer look · 2024–25 California program
45.8%
Average Progress Growth Score
In a tutoring program for K–12 students with disabilities attending private schools, average Cignition mastery-check scores moved from 59% to 86%, a 27-percentage-point gain. The 45.8% figure expresses growth relative to the starting score. This is a program-specific measure, not a California state-assessment result.
“I was wary of the remote learning aspect, but it was great.”
Allison StauthParent of a third-grade student
St. Mel School
California · Program fit & purchasing
Start with fit.
Plan the details.
For Learning Recovery Emergency Block Grant funds, connect the proposed service with your local educational agency’s needs assessment and LCAP actions. Have your instructional and fiscal teams review the evidence, staffing rules, allowable activity, available balance, and spending period before selecting a service.
For an expanded-learning program, review ELO-P’s in-person program requirements and whether the proposed tutoring component is allowable within the full local program. Cignition provides live virtual tutoring and does not operate an in-person expanded-learning program.
Complete the district or charter’s review of tutor qualifications, purchasing, contracting, background checks, and student-data protections. Past California partnerships do not establish eligibility for a new purchase.
A few useful questions
What would you like to work through?
Start here, then bring the questions specific to your students and school.
How would tutoring connect with California learning goals?
California uses the California Common Core State Standards for math and ELA, alongside its adopted curriculum frameworks. Share your school’s learning sequence and student work so proposed Cignition lessons and prerequisite support can be reviewed together. The activity on this page illustrates one part of a grade 7 math standard; it is not a reviewed California curriculum crosswalk.
How would sessions fit our California school day?
Discuss school-day intervention blocks, before- or after-school schedules, and summer options. Agree on access, student supervision, devices, and attendance follow-up. If using ELO-P funds, students must attend the expanded learning program in person with qualified staff at required ratios; virtual enrichment does not replace that setting.
Have you worked with California schools before?
Yes. Past school and district partnerships include Belmont-Redwood Shores, Luther Burbank, San Leandro, and Covina-Valley. The California experience section shares a closer look at that work and a separate 2024–25 private-school program result. Each program’s experience and measures are specific to that implementation.
Can Title I or learning recovery funds support tutoring?
Tutoring may fit an approved Title I program or an allowable Learning Recovery Emergency Block Grant investment. Confirm the students served, evidence requirements, available balance, staffing rules, and purchasing process with your district. Past district work does not establish statewide approval or automatic eligibility for every funding source.
Are these grant opportunities open to every California school?
No. LREBG and ELO-P are allocations for eligible LEAs, rather than open tutoring grant competitions. The 2026–27 ASES application deadline has passed, and 2026–27 21st CCLC is continuation funding with no new RFA. Check CDE’s linked funding pages for future rounds and current requirements.
What if I’m looking for help for my own child?
This page focuses on school and district programs. Families can explore Cignition’s one-to-one virtual tutoring through Family Plans.
Your school’s next step
Let’s plan around
your students.
Planning around early literacy, language development, and mathematical reasoning? Request curriculum examples, implementation details, evidence, or funding information for your California school before deciding whether to book a call.
On our contact page, choose “Another question” for an information request or “School or district tutoring” to explore a program.