Title I, Part A
Support for schools serving students from low-income families.
View funding source ↗Georgia · Schools & districts
High-dosage tutoring for Georgia schools.
Live, small-group virtual tutoring in K–12 math and ELA. Connect Georgia’s literacy and math priorities with focused instruction, student discussion, and a partnership shaped around your school’s needs.
A closer look at Georgia
Your state’s priorities.
Your students’ next steps.
What Georgia is prioritizing
State priorities.
Focused support.
Stronger reading foundations. Math understanding that opens the next door. Additional instruction connected to the school’s broader system of support.
Official sources checked November 9, 2026
01Literacy. Connect evidence with explicit instruction.
Georgia’s emphasis
Georgia’s literacy work brings screening, evidence-based instruction, and dyslexia support together. Its 2026 Early Literacy Act adds elementary literacy-coach support, while the state’s K–12 ELA standards guide classroom learning.
The Cignition connection
Bring the reading skills your team has identified. Review proposed tasks, foundational-skill instruction, and progress communication alongside your school’s literacy plan and classroom sequence.
02Math. Build understanding and a path forward.
Georgia’s emphasis
Georgia’s Math Matters Act connects conceptual understanding, fluency, problem solving, and productive dispositions. Starting in 2027–28, it requires 60 minutes daily or 300 minutes weekly of core math in grades 4–5 and expands access to advanced math in grades 6–10.
The Cignition connection
Use additional instruction to address a specific skill need, make thinking visible, and support access to grade-level work. Tutoring supplements the core math program. The law identifies high-dosage tutoring as one possible support for advanced-course students.
03Intervention. Make the next step specific.
Georgia’s emphasis
Georgia’s Early Intervention Program supports K–5 students at risk of falling behind in reading, ELA, or math. The 2026–27 guidance emphasizes evidence-based intervention, progress monitoring, and clear entrance and exit criteria.
The Cignition connection
Identify the skill focus, recurring tutoring time, and evidence your team will use to adjust support. Keep school leaders involved so tutoring connects with local intervention and GaMTSS routines.
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 Georgia connection · A closer look at instruction
From a learning need to the work students do.
Georgia’s emphasis on early literacy, mathematics access, and GaMTSS provides context for reviewing this sample. Examine how a learner represents quantities, compares ideas, and explains an answer.
Compare the task and prerequisites with your classroom sequence and student work.
Explore a sample lesson
Elementary mathematics
Math · K–5 sample. Open the student lesson to examine the tasks for yourself.
Open the elementary mathematics sample ↗
What should we look for?
Consider how a learner represents quantities, compares ideas, and explains an answer. 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 Georgia 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
Cignition
in Georgia.
Our Georgia experience includes Clayton County Public Schools and Fulton County Schools. In Clayton County, elementary tutoring has supported math and ELA learning, with opportunities for students to explain their thinking and build confidence over time.
“Their instructional model aligns with our district’s academic goals, and we have observed positive results from the tutoring services provided.”
Katrina Thompson
Executive Director of Federal Programs
Clayton County Public Schools
For a new Georgia 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.
Clayton CountyPublic Schools
CLAYTON COUNTY · ELEMENTARY PROGRAMS · 2025–26
57.3%
Reported overall
standards progress
91.2%
Attendance
Source: Cignition’s 2025–26 elementary program summary. Standards progress is a program-aligned measure, not state-assessment proficiency. These results describe the reported Clayton County programs.
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 Georgia school’s early literacy, mathematics access, and GaMTSS.
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.
Georgia funding landscape
Understand the investment.
Find a relevant pathway.
Start with the instructional need, then identify a funding route that fits. Georgia’s Title I programs and current 21st CCLC grantees have distinct requirements. The open GaMTSS cohort is a separate coaching opportunity, with no cash award for tutoring.
Selected federal funding for Georgia
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 GEORGIA 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.
Georgia funding pathways
Funding reviewed November 10, 2026Additional instruction.
Build from the school’s plan.
Ongoing formula funding · Local plan and approval required
Who / what it supports
Georgia’s Title I-A funds support improved achievement in schools serving students from low-income communities. Districts receive formula subgrants and plan services around identified needs.
Where tutoring could fit
Review supplemental reading or math instruction against the school’s needs assessment, program model, and approved activities. Your grants team determines eligible students, allowable costs, and required documentation.
Practical next step: Confirm the district allocation, available balance, approved plan, spending period, and purchasing requirements.
Review Georgia’s Title I guidance ↗After school and summer.
Work within an active award.
Current grantee route · No open new competition verified
Who / what it supports
Georgia’s 21st CCLC program supports academic enrichment outside the regular school day, alongside broader enrichment and family engagement. Tutoring in reading and math can be part of that larger program.
Where tutoring could fit
An existing grantee can review a proposed tutoring component against its approved award, schedule, budget, staffing, and service requirements. Confirm any virtual delivery with the program administrator before including it.
Practical next step: Start with the current grantee’s approved program. The state’s external-organization list is not provider approval, an award, or a guarantee of work.
Explore Georgia’s 21st CCLC program ↗A focused investment.
Match the district’s priorities.
District or school budget · Local authorization required
Start with the need
Define the students, instructional goals, schedule, and evidence of progress. Discuss whether an authorized local budget can support a virtual tutoring partnership.
Plan the purchase
Bring instructional and finance leads together to review service scope, tutor qualifications, student-data protections, costs, and the district’s competitive purchasing requirements.
Practical next step: Request a scoped program proposal. Prior Cignition work in a Georgia district does not establish approval for another district or state-funded initiative.
Discuss your Georgia program →Strengthen the system.
A coaching opportunity.
Applications open · Due November 13, 2026, 5 p.m.
Who / what it supports
All Georgia public school districts may apply for GaMTSS Cohort 2027. Selected districts receive a dedicated program specialist, targeted coaching, technical assistance, and access to professional learning through a three-year initiative.
What the opportunity provides
GaDOE states that no monetary funds are awarded. This is support for implementing a tiered system of supports, not a grant to purchase Cignition services.
Practical next step: Review the current RFA and district commitments before applying. The deadline is November 13, 2026, at 5 p.m.; check GaDOE’s listing for any changes.
Review the GaMTSS cohort opportunity ↗Georgia · Program fit & purchasing
Start with fit.
Plan the details.
Connect proposed lessons with your school’s reading and math priorities, classroom curriculum, and intervention routines.
Confirm the funding source, allowable activities, tutor qualifications, spending period, student-data protections, and district purchasing process. Clayton County and Fulton County experience provides local context, not automatic approval elsewhere. GaMTSS cohort coaching is separate from funding for tutoring services.
A few useful questions
What would you like to work through?
Start here, then bring the questions specific to your students and school.
Has Cignition worked with Georgia schools?
Yes. Our Georgia experience includes Clayton County Public Schools and Fulton County Schools. The results featured here are from Clayton County’s 2025–26 elementary programs. They describe those programs and measures, rather than predicting results for another school.
How could tutoring connect with Georgia’s literacy priorities?
Start with screening, classroom work, and the reading skills your team has identified. Review proposed tasks and progress communication with your literacy team so additional instruction connects with the school’s plan. Your school retains responsibility for required assessments, plans, and instructional decisions.
Can we use 21st CCLC funding for virtual tutoring?
A current grantee must check the proposed component against its approved program, budget, schedule, staffing, and delivery requirements. Tutoring would be one part of a broader out-of-school program. Confirm virtual delivery with the program administrator. No open new Georgia competition was verified as of November 9, 2026.
How do you connect with our curriculum?
Share your learning sequence, classroom materials, and student work. We can review proposed Cignition lessons, prerequisite support, and reporting. Existing grade-band samples illustrate the tutoring approach; they do not establish comprehensive coverage of Georgia’s standards.
Does GaMTSS Cohort 2027 provide tutoring funding?
No. The current opportunity provides coaching, technical assistance, and professional learning to selected Georgia public school districts. GaDOE states that no monetary funds are awarded. Applications are due November 13, 2026, at 5 p.m.; consult the current listing for requirements and updates.
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 early literacy, mathematics access, and GaMTSS? Request curriculum examples, implementation details, evidence, or funding information for your Georgia 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.