Title I, Part A
Support for schools serving students from low-income families.
View funding source ↗New Hampshire · Schools & districts
High-impact tutoring for New Hampshire schools.
Live, small-group virtual tutoring in K–12 math and ELA. Connect New Hampshire’s focus on early reading, stronger writing, and mathematical reasoning with focused instruction and a practical plan for your students.
A closer look at New Hampshire
Your state’s priorities.
Your students’ next steps.
What New Hampshire is prioritizing
State priorities.
Focused support.
Evidence-based early reading. More intentional writing instruction. Mathematical reasoning alongside fluency. Build additional learning time around the priorities New Hampshire schools are bringing into their classrooms.
Explore New Hampshire funding ↓
Official sources checked November 9, 2026
01Early reading. Prepare for the next chapter.
New Hampshire’s emphasis
Beginning July 1, 2027, RSA 189:53 requires measurable, evidence-based literacy instruction through grade 5 in districts and chartered public elementary schools. It calls for explicit, systematic instruction in phonemic awareness, phonics, fluency, vocabulary, and comprehension, alongside writing, speaking, and listening.
The Cignition connection
Start with the school’s reading goals, screening information, and classroom materials. Review the specific foundational skills, vocabulary, fluency, or comprehension work students need next. Coordinate tutoring with the school’s instructional sequence and progress conversations.
02Stronger writing. Connect ideas with expression.
New Hampshire’s emphasis
New Hampshire’s new five-year writing initiative is expected to begin implementation in 2026–27. The K–8 effort supports evidence-based writing instruction through educator learning, coaching, and resources connected with schools’ literacy materials. Districts are expected to join in phases.
The Cignition connection
Discuss how additional ELA instruction can help students organize ideas, explain thinking, and use evidence in written responses. Review the proposed tasks with your team so tutoring reinforces classroom goals. Coordinate that student instruction with the teaching approaches and materials your school is putting into practice.
03Mathematics. Build fluency and explain the reasoning.
New Hampshire’s emphasis
RSA 189:53 also includes mathematical reasoning and calculation, including fluency, through grade 5 beginning July 2027. New Hampshire’s published mathematics standards connect procedures with understanding, representations, and the ability to explain a solution.
The Cignition connection
Use student work and the classroom sequence to identify what students need to understand next. Bring visual models, purposeful questions, and discussion into recurring sessions. Plan for both accurate calculations and explanations that reveal how students reached an answer.
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 New Hampshire connection · A closer look at instruction
From a learning need to the work students do.
New Hampshire’s emphasis on early reading, writing instruction, 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 New Hampshire 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 New Hampshire school could connect a focused reading group with classroom literacy instruction and the student evidence reviewed by the school. 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 New Hampshire school’s early reading, writing instruction, 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.
New Hampshire funding landscape
Understand the investment.
Find a relevant pathway.
New Hampshire schools can explore locally approved federal instructional funds and existing academic-enrichment or student-support awards. Each route serves a different purpose. Begin with the actual current award, approved program, and available balance, then confirm whether proposed tutoring services fit.
Selected federal funding for New Hampshire
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 NEW HAMPSHIRE 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.
New Hampshire funding pathways
Funding reviewed November 10, 2026Additional instruction.
Begin with the school’s plan.
Ongoing formula funding · Approved local program required
Who / what it supports
New Hampshire’s Title I-A program supports supplemental learning and improved academic achievement. Schoolwide and targeted-assistance programs have different participation and planning requirements. NHED publishes final 2026–27 district allocations and guidance for both program models.
Where tutoring could fit
Review proposed math or reading instruction against the needs assessment, eligible students, and school plan. Confirm the required evidence, tutor and staffing qualifications, supplement-not-supplant rules, virtual delivery arrangements, and documentation with the district’s federal-program team.
Practical next step: Verify the district’s actual award, any conditions, remaining funds, and purchasing process. The statewide allocation above is not an individual school’s tutoring budget.
Explore New Hampshire’s Title I-A guidance ↗Learning beyond the school day.
Part of a broader program.
Existing multi-year awards · Current-year approval and funds required
Who / what it supports
New Hampshire’s 21st CCLC program supports academic enrichment outside regular school hours, alongside other student activities and family learning. Current guidance covers three-year awards, including the 2026–29 cycle, with annual funding dependent on approvals and available federal funds.
Where tutoring could fit
The guidance permits tutoring aligned with state standards and local curriculum. A paid tutoring provider is a contractor and must follow the grantee’s procurement requirements. Review how live virtual instruction, onsite supervision, attendance, and student access would fit the approved center’s program.
Practical next step: Work from the executed award and current approved budget. Confirm eligible participants, program scope, any required amendment, and delivery arrangements with the program director and NHED before contracting.
Explore New Hampshire’s 21st CCLC guidance ↗Keep learning connected.
Support eligible students.
Existing 2025–28 awards · Eligible students and current funds required
Who / what it supports
New Hampshire’s Education for Homeless Children and Youth program supports enrollment, attendance, and educational success for students experiencing homelessness. Its current three-year grant cycle runs through 2028. A local award and approved current-year budget are required; this is not an open application round.
Where tutoring could fit
The award guidance allows tutoring and supplemental instruction linked to state learning expectations. Coordinate with the district’s homeless liaison and grant lead to identify eligible students, avoid duplicating other funded services, and plan for stable access to devices, connectivity, and local support.
Practical next step: Confirm continuation funding, allowable service costs, qualified instructional staff, the proposed virtual delivery model, and the available balance. A preliminary allocation is not authorization to spend.
Explore New Hampshire’s homeless-education program ↗New Hampshire · Program fit & purchasing
Start with fit.
Plan the details.
Include the district or school administrative unit’s curriculum, federal programs, business, and purchasing leads in the decision.
For grant-funded services, the grant award and provider contract are separate decisions. Confirm current-year funds, allowable costs, background checks, student-data protections, and any NHED approval or amendment required for the proposed arrangement. Complete the local purchasing process before launch.
A few useful questions
What would you like to work through?
Start here, then bring the questions specific to your students and school.
How could tutoring connect with New Hampshire’s literacy requirements?
Start with the school’s curriculum, student evidence, and reading priorities. RSA 189:53’s requirements begin July 1, 2027 and cover evidence-based instruction through grade 5. Review the proposed tutoring tasks and assigned tutor qualifications with your school team. Tutoring can complement classroom work; it does not replace the school’s responsibility for required instruction.
Can tutoring support our writing goals?
Discuss the reading and writing skills students need to use in class, then review suitable ELA tasks and written-response opportunities. New Hampshire’s new K–8 writing initiative focuses on educator support and implementation. Participation in that initiative does not by itself authorize a tutoring purchase or establish Cignition as its provider.
Can Title I funding support tutoring?
It may support eligible supplemental instruction within an approved local program. Ask the federal-program team to confirm the students served, instructional purpose, staffing qualifications, evidence requirements, allowable costs, award conditions, and available funds. Schoolwide and targeted-assistance rules differ, and local purchasing requirements still apply.
Could tutoring be added to an existing grant-funded program?
A current 21st CCLC or McKinney-Vento grantee can review supplemental instruction within its approved scope. The programs serve different purposes and participants. Check the actual current award, continuation approval, available funds, delivery requirements, and any amendment with the grant lead and NHED before contracting.
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 New Hampshire’s learning expectations and your school’s curriculum sequence. The samples illustrate instruction; they do not establish a comprehensive or reviewed New Hampshire 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 early reading, writing instruction, and mathematical reasoning? Request curriculum examples, implementation details, evidence, or funding information for your New Hampshire 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.