Title I, Part A
Support for schools serving students from low-income families.
View funding source ↗Connecticut · Schools & districts
High-dosage tutoring for Connecticut schools.
Live, small-group virtual tutoring in K–12 math and ELA. Connect Connecticut’s emphasis on secondary mathematics, evidence-based reading, and targeted intervention with focused instruction for your students.
Cignition is not on CSDE’s current approved list for the state HDT grant. A separately authorized district plan has its own provider and funding requirements.
A closer look at Connecticut
Your state’s priorities.
Your students’ next steps.
What Connecticut is prioritizing
State priorities.
Focused support.
Mathematics support through the secondary grades. A strong start in reading. Intervention that responds to student evidence. Connecticut’s priorities offer specific starting points for planning additional instruction.
Official sources checked November 9, 2026
01High-dosage tutoring. A focus on grades 6–10 mathematics.
Connecticut’s emphasis
Connecticut’s current state-funded high-dosage tutoring program focuses on mathematics in grades 6–10. It calls for consistent tutors, small groups, frequent sessions, and connections to grade-level classroom learning. Its external-provider approval requirements are specific to that grant.
The Cignition connection
For a separately approved tutoring plan, connect recurring math instruction with classroom topics and the prerequisite skills students need. Review proposed tasks, group size, scheduling, and progress communication. Cignition is not on the current CSDE-approved provider list for the state HDT grant.
Explore Connecticut’s current high-dosage tutoring program ↗
02Right to Read. Connect additional instruction with the core.
Connecticut’s emphasis
Connecticut’s Right to Read work emphasizes evidence-based K–3 reading instruction. The state’s implementation resources bring together approved core curriculum, literacy leadership, professional learning, actionable assessment, and family engagement.
The Cignition connection
Use screening information and classroom instruction to identify the reading skills that need more time and practice. Review proposed Cignition lessons with your literacy team so additional instruction complements the school’s approach. Tutoring does not replace a required, approved core reading program.
03SRBI and MTSS. Let the evidence guide the next step.
Connecticut’s emphasis
Connecticut uses Scientific Research-Based Interventions within a multi-tiered system of supports. Its literacy framework connects strong core instruction, targeted intervention, assessment, and systematic adjustment when students need additional support.
The Cignition connection
Define the instructional goal, the student information used to form groups, and the evidence your team will review. Build recurring tutoring time and communication into the school’s existing support plan, then use what students demonstrate to discuss the next instructional step.
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 Connecticut connection · A closer look at instruction
From a learning need to the work students do.
Connecticut’s emphasis on secondary mathematics, early reading, and SRBI provides context for reviewing this sample. Examine how a learner connects integer operations with a model and explains a change.
Compare the task and prerequisites with your classroom sequence and student work.
Explore a sample lesson
Middle school mathematics
Math · 6–8 sample. Open the student lesson to examine the tasks for yourself.
Open the middle school mathematics sample ↗
What should we look for?
Consider how a learner connects integer operations with a model and explains a change. 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 Connecticut 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.
Cignition brings live virtual instruction, purpose-built lessons, a dedicated program manager, and participation and learning information. For example, a Connecticut school could provide recurring middle-school math support through a separately authorized local plan whose provider and funding rules permit it. Your school provides protected time, technology, and local support. This is a planning illustration; service eligibility and the agreed scope shape any partnership.
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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 Connecticut school’s secondary mathematics, early reading, and SRBI.
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.
Connecticut funding landscape
Understand the investment.
Find a relevant pathway.
Start with your district’s actual Title I allocation or an active after-school award. Connecticut’s federal 21st CCLC and state-funded After-School Grant Program are separate routes, each with its own approved students, activities, budget, and delivery requirements.
Selected federal funding for Connecticut
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 CONNECTICUT row and Fiscal Year 2026 column in each federal award table. These are statewide allocations, not unspent local funds or a dedicated tutoring budget. Title II generally supports educator capacity. Confirm your district’s allocation, allowable use, and available balance before planning an expense.
Connecticut funding pathways
Funding reviewed November 10, 2026Additional instructional support.
Begin with the school’s plan.
Ongoing formula funding · Local approval required
Who / what it supports
Connecticut’s Title I-A guidance distinguishes schoolwide programs, which address needs across the school’s approved plan, from targeted-assistance programs serving identified students at greatest risk of not meeting standards. Eligibility and program design determine who may receive support.
Where tutoring could fit
Review proposed mathematics or reading instruction against the needs assessment and approved Title I program. Confirm the participating students, staffing requirements, evidence expectations, delivery arrangements, and supplement-not-supplant rules with the district.
Practical next step: Ask the federal-program and business teams to confirm the current local allocation, available balance, allowable costs, required records, and purchasing process before committing funds.
Explore Connecticut’s Title I-A guidance ↗Learning beyond school.
Work with an active grantee.
2026–27 awards underway · Continued funding is conditional
Who / what it supports
Connecticut’s current 21st Century Community Learning Center cohort began October 1, 2026. Awards support out-of-school academic enrichment and broader student and family opportunities. The three-year awards depend on continued funding and program compliance.
Where tutoring could fit
Tutoring can be one component of a grantee’s broader program. Review eligible students, service hours, learning goals, and the approved budget. Confirm that remote tutors, onsite supervision, attendance procedures, and any subcontracting fit the grant’s requirements.
Practical next step: Start with a current award recipient, not a new application. Have the grantee verify its executed award, available funds, approved delivery model, and any CSDE approval or budget amendment needed before adding a service.
Explore Connecticut’s current 21st CCLC awards ↗A separate state investment.
Build on an existing award.
State-funded awards · 2025–26 and 2026–27 school years
Who / what it supports
Connecticut’s After-School Grant Program funds district and community-based programs that combine academic support with enrichment beyond the school day. The current award announcement covers the 2025–26 and 2026–27 school years; funds are managed by the district or community organization serving as fiscal agent.
Where tutoring could fit
The state identifies tutoring among these programs’ academic supports. An existing grantee can evaluate focused reading or mathematics instruction within its full program. Confirm whether virtual tutor delivery, local supervision, contracting, and the proposed costs are permitted in its approved award.
Practical next step: Ask the fiscal agent to verify its current-year award, available balance, participating sites, approved activities, and required modifications. These are existing awards, not an open grant application or automatic approval of a tutoring provider.
Explore Connecticut’s state-funded after-school awards ↗Connecticut’s current high-dosage tutoring awards
CSDE awarded $2 million to 42 local education agencies for 2026–27 mathematics tutoring in grades 6–10. This is an awarded program, not an open competition. Grant-funded services must use an approved organization. Cignition is not on CSDE’s current list; a separate district-funded plan needs its own eligibility and purchasing review.
Connecticut · Program fit & purchasing
Start with fit.
Plan the details.
Connecticut’s state high-dosage tutoring grant has a specific external-provider restriction. Cignition is not on the current published CSDE-approved list, so this page does not present that grant as a Cignition funding route. A district’s other funding sources have their own rules and require a separate review.
Bring instructional, finance, and purchasing leads together to confirm the funding source, available balance, staffing, student-data protections, background checks, and local approvals. For an after-school award, verify that the approved program permits the proposed virtual tutoring model, onsite supervision, and contracting arrangements.
A few useful questions
What would you like to work through?
Start here, then bring the questions specific to your students and school.
Is Cignition approved for Connecticut’s state HDT grant?
Cignition is not included on the current published CSDE-approved tutoring organization list. The state HDT grant does not permit tutors from unapproved external organizations. Do not assume that grant can pay for Cignition. A district can separately evaluate other funding sources and an appropriate service plan under their own requirements.
How would tutoring support Right to Read work?
Start with the school’s screening information, instructional priorities, and required core reading program. Review proposed lessons, foundational-skills instruction where needed, and communication with the literacy team. Additional tutoring should complement classroom instruction; it does not replace Connecticut’s required core curriculum or establish state approval of Cignition’s curriculum.
Can Title I funding support tutoring?
It may support eligible services within the school’s approved Title I program. Schoolwide and targeted-assistance programs have different purposes and student eligibility rules. Ask the district to confirm the learning need, allowable costs, staffing, delivery model, available balance, and purchasing requirements.
Are the after-school grants open for applications?
The routes described here concern active awards, not open competitions. A current 21st CCLC or state after-school grantee may review tutoring within its approved program. Confirm the award term, remaining funds, student eligibility, service hours, virtual delivery, and any required amendment before selecting a service.
Can we review examples of your curriculum?
Yes. The Content Library includes existing math and ELA grade-band samples. Review the instructional approach, then discuss the Connecticut Core Standards and local curriculum connections your team needs. The samples illustrate instruction; they are not a comprehensive or reviewed Connecticut alignment crosswalk.
What if I’m looking for help for my own child?
This page focuses on school and district partnerships. For tutoring arranged directly by a family, explore Cignition’s family plans and discuss your child’s learning goals, grade level, and scheduling needs.
Your school’s next step
Let’s plan around
your students.
Planning around secondary mathematics, early reading, and SRBI? Request curriculum examples, implementation details, evidence, or funding information for your Connecticut 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.