Title I, Part A
Support for schools serving students from low-income families.
View funding source ↗Minnesota · Schools & districts
High-impact tutoring for Minnesota schools.
Live, small-group virtual tutoring in K–12 math and ELA. Connect Minnesota’s literacy priorities, tiered intervention, and math learning goals with focused instruction, student discussion, and a plan your school can support.
A closer look at Minnesota
Your state’s priorities.
Your students’ next steps.
What Minnesota is prioritizing
State priorities.
Focused support.
Evidence-based reading intervention. Support within MnMTSS. Math instruction connected to today’s learning goals and your district’s transition to revised standards.
Official sources checked November 5, 2026
01Reading intervention. Follow the skill, not just the grade.
Minnesota’s emphasis
Minnesota’s READ Act connects identified reading needs with targeted intervention and progress monitoring. Evidence-based literacy interventions are required in 2026–27, with support continuing for students who are not yet reading at grade level.
The Cignition connection
Share the reading skills your school has identified. Review the proposed instruction, tutor preparation, and progress information against your local literacy plan. Discuss how focused tutoring would connect with classroom reading instruction and the oversight your school provides.
02MnMTSS. Add support within a connected system.
Minnesota’s emphasis
Minnesota’s tiered-support framework combines strong core instruction with additional support responsive to student needs. It emphasizes evidence, culturally and linguistically responsive practices, linked teams, and continuous improvement.
The Cignition connection
Define the learning need tutoring would address within your school’s support system. Plan recurring sessions, student access, attendance, and a routine for reviewing what students are showing. Your team’s classroom and assessment information adds context to tutoring observations.
03Math learning. Connect current goals with what comes next.
Minnesota’s emphasis
Minnesota’s 2007 math standards remain in effect through 2026–27. The revised 2022 standards are required in 2027–28. Schools are preparing for that transition while continuing to teach the current learning expectations.
The Cignition connection
Bring your district’s math sequence and transition plans into the curriculum conversation. Review where prerequisite support fits, how visual models develop understanding, and how students will explain their reasoning as the learning goals evolve.
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 Minnesota connection · A closer look at instruction
From a learning need to the work students do.
Minnesota’s emphasis on READ Act literacy, MnMTSS, and mathematics learning 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 Minnesota 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 Minnesota school could explore additional reading instruction with its literacy lead after identifying the applicable training, staffing, and supervision rules. Your school provides protected time, technology, and local support. This is a planning illustration; service eligibility and the agreed scope shape any partnership.
/1-4%20Tutor%20Female%20-%20Math.svg){kind=icon}
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 Minnesota school’s READ Act literacy, MnMTSS, and mathematics learning.
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.
Minnesota funding landscape
Understand the investment.
Find a relevant pathway.
Explore federal formula funds, ongoing Literacy Aid, and Minnesota Compensatory Education revenue. Start with the students and instructional need, then confirm the approved use and available funds.
Selected federal funding for Minnesota
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 MINNESOTA 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.
Minnesota funding pathways
Funding reviewed November 10, 2026Additional instruction.
A plan tied to student needs.
Ongoing federal formula funding · Local plan and use required
Who / what it supports
Minnesota’s Title I-A programs support students not meeting standards in schools serving high percentages of children from low-income families. Schoolwide and targeted assistance programs have different participation and planning requirements.
Where tutoring could fit
Review proposed math or ELA instruction against identified needs, the school plan, available funds, and Minnesota’s external-provider guidance. Confirm which students can be served when using a targeted assistance program.
Practical next step: Ask your federal programs lead to review evidence, provider qualifications, required set-asides, procurement, and the district’s available balance.
Review Minnesota’s Title I-A guidance ↗Reading goals.
Funding connected to your plan.
Ongoing state aid · Local literacy plan required
Who / what it supports
Minnesota’s ongoing Literacy Aid supports the requirements and goals in a district’s local literacy plan. It is distinct from the one-time READ Act Literacy Aid appropriation, which has different spending rules.
Where tutoring could fit
Review proposed reading instruction against the needs and goals in your local literacy plan. Confirm intervention evidence, staff qualifications, training and supervision, accounting requirements, and the current available balance with your district leads.
Practical next step: Have your literacy and finance teams review the specific service before committing funds. A literacy allocation is not automatic approval of a named provider or tutoring expense.
Review Minnesota’s Literacy Aid requirements ↗Additional support.
Focus on the learning need.
Ongoing state revenue · Student need and use rules apply
Who / what it supports
Minnesota’s basic skills revenue addresses the educational needs of learners whose progress is below the age-appropriate level. Current law lists remedial instruction in reading and math and more individualized instruction among the permitted uses.
Where tutoring could fit
Review proposed supplemental math or ELA support against identified learning needs and your school’s improvement priorities. Discuss the intended students, instructional service, staffing, available revenue, and required district approvals.
Practical next step: Ask your district finance lead how the proposed service fits current basic skills revenue rules, site allocations, documentation, and purchasing requirements.
Review Minnesota’s current revenue-use rules ↗Minnesota · Program fit & purchasing
Start with fit.
Build the requirements in.
Minnesota’s Title I guidance identifies tutoring as a potentially allowable contracted service. Review the provider’s qualifications, evidence of effectiveness, and connection to your school plan.
For foundational reading intervention, review Minnesota’s current training and supervision requirements. Beginning in 2026–27, unlicensed personnel providing that intervention must complete evidence-based training and be overseen by a teacher who has completed approved professional development. Confirm the requirements for the staff and service proposed for your students.
Your district leads purchasing, funding approval, student-data review, and ongoing program review. A funding category does not establish state approval of a provider.
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 Minnesota learning goals?
Begin with your school’s academic standards, curriculum sequence, and student work. Review proposed Cignition lessons, prerequisite support, and how progress will be discussed. For math, include your district’s transition to the revised standards in 2027–28. The activity on this page is illustrative, not a reviewed curriculum crosswalk. Existing grade-band samples can help start a more specific instructional conversation.
How would we review the READ Act requirements?
Share the reading need, instructional goal, and planned intervention with your school’s literacy team. Review the proposed materials, evidence, staff training, supervision, and progress monitoring against current Minnesota requirements. Your school retains responsibility for screening, its local literacy plan, required family communication, and the intervention decisions it makes for students.
Can ongoing Literacy Aid support the program?
Minnesota requires districts to use ongoing Literacy Aid for the requirements and goals in their local literacy plans. Your literacy and finance leads should review the proposed reading service, evidence, qualifications, allowable costs, and available balance. Keep that review separate from the rules for one-time READ Act appropriations.
What needs to be in place for live virtual tutoring?
Agree on the students, instructional goals, recurring intervention time, and appropriate groups. Students need working devices, connectivity, a supervised learning space, and a local point of contact. Plan how attendance, student work, and progress information will inform your school’s next decisions. Review funding eligibility and Minnesota’s instructional requirements alongside that implementation plan.
Can Title I-A pay for an external tutoring provider?
MDE identifies external tutoring as a potentially allowable use. The district must review the provider’s qualifications and effectiveness, align the service with the school plan, and follow procurement requirements. Agree on measurable goals, reporting, communication, and how the school will monitor the service. The statewide allocation above is not your district’s available tutoring budget.
What if I’m looking for help for my own child?
This page focuses on school and district programs. For individual support, explore Cignition’s one-to-one math and ELA tutoring for families.
Your school’s next step
Let’s plan around
your students.
Planning around READ Act literacy, MnMTSS, and mathematics learning? Request curriculum examples, implementation details, evidence, or funding information for your Minnesota 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.