Title I, Part A
Support for schools serving students from low-income families.
View funding source ↗New York · Schools & districts
High-impact tutoring for New York schools.
Live, small-group virtual tutoring in K–12 math and ELA. Connect New York’s literacy, numeracy, and academic intervention priorities with focused instruction and a practical plan for your school.
A closer look at New York
Your state’s priorities.
Your students’ next steps.
What New York is prioritizing
State priorities.
Focused support.
A stronger foundation in reading. Mathematics that develops reasoning alongside fluency. Academic support based on more than one assessment. Build tutoring around the priorities New York schools are putting into practice.
Official sources checked November 9, 2026
01Early literacy. Make the annual review an instructional next step.
New York’s emphasis
New York’s P–3 literacy initiative centers evidence-based reading instruction. Following the 2025 attestation, districts must continue an annual local review of curriculum and instruction. NYSED’s literacy resources help districts review curriculum and instruction, identify areas for development, and plan the next improvements.
The Cignition connection
Start with the reading needs and instructional priorities your school has identified. Review proposed lessons, explicit foundational-skills instruction where appropriate, and progress communication alongside the district’s literacy approach.
02Numeracy. Develop understanding, fluency, and reasoning together.
New York’s emphasis
New York’s Numeracy Initiative emphasizes procedural fluency, reasoning, problem solving, and communication. Its April 2026 PreK–12 Mathematics Curriculum Review Guide supports local curriculum review and implementation. The guide is optional, and curriculum decisions remain local.
The Cignition connection
Connect the proposed tutoring tasks with your school’s learning sequence. Use visual models, student explanations, and targeted prerequisite support to help learners make sense of the mathematics they are studying.
03Academic Intervention Services. Identify the need. Review the response.
New York’s emphasis
For 2026–27, New York’s grades 3–8 AIS guidance uses a two-step identification process: state assessment results identify students for consideration, then the school applies locally defined multiple measures to determine who must receive services.
The Cignition connection
Discuss how tutoring would complement the school’s AIS plan, the instructional need, and the evidence used to review progress. Formal AIS assignments must meet New York’s applicable certification requirements. Review the assigned staff and service design before treating tutoring as AIS.
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 York connection · A closer look at instruction
From a learning need to the work students do.
New York’s emphasis on evidence-based early literacy, mathematics reasoning, and academic intervention provides context for reviewing this sample. Examine how a learner represents a situation mathematically and explains relationships.
Compare the task and prerequisites with your classroom sequence and student work.
Explore a sample lesson
High school mathematics
Math · 9–12 sample. Open the student lesson to examine the tasks for yourself.
Open the high school mathematics sample ↗
What should we look for?
Consider how a learner represents a situation mathematically and explains relationships. 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 York 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 York school could consider additional secondary math instruction connected to classroom topics, while checking AIS staffing and certification rules when applicable. 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 New York school’s evidence-based early literacy, mathematics reasoning, and academic intervention.
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 York funding landscape
Understand the investment.
Find a relevant pathway.
Start with your district’s actual allocation or an approved program award. Title I can support eligible academic services, while New York’s 21st CCLC and Extended School Day programs have their own students, schedules, budgets, and approval requirements.
Selected federal funding for New York
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 YORK 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 York funding pathways
Funding reviewed November 10, 2026Additional instructional support.
Start with the school’s plan.
Ongoing formula funding · Local approval required
Who / what it supports
New York’s Title I-A program supports public school districts, charter schools, and Special Act Districts. Targeted-assistance services focus on eligible students most at risk of not meeting standards; schoolwide programs address needs identified in the schoolwide plan.
Where tutoring could fit
Review proposed reading or mathematics support against the approved program, identified students, and needs assessment. Check staffing qualifications, evidence requirements, supplement-not-supplant rules, and the delivery arrangements before committing funds.
Practical next step: Ask the district’s federal-program and business teams to verify the actual allocation, available balance, allowable costs, required documentation, and purchasing process.
Explore New York’s Title I-A guidance ↗Learning beyond school.
Work with an active award.
Existing Round 8 awards · Current cycle ends June 30, 2027
Who / what it supports
New York’s 21st CCLC program combines tutoring and academic enrichment with broader youth development and family learning opportunities. Round 8’s five-year project period runs through June 30, 2027, subject to continued funding.
Where tutoring could fit
An active grantee can review focused math or reading support as one component of its approved out-of-school program. Confirm the participating students, service hours, remote tutor delivery, onsite supervision, and attendance documentation with the program lead.
Practical next step: Verify the grantee’s current award, available funds, approved budget and service model, and any program modification or budget amendment required before adding a service.
Explore New York’s 21st CCLC program ↗Academic enrichment.
Part of a broader program.
2026–31 cycle · Approved ESD awards only
Who / what it supports
The Extended School Day program supports public school districts and nonprofit organizations working with public districts. Academic tutoring is an allowable ESD activity within a broader program that also addresses social-emotional learning, arts, wellness, community engagement, and violence prevention.
Where tutoring could fit
An approved ESD grantee can consider math or reading tutoring within its full program design. Tutoring alone does not satisfy all ESD objectives. Review the virtual delivery arrangement, onsite staffing, service hours, partner responsibilities, and contracting requirements.
Practical next step: Confirm the grant contract is fully approved, the available balance, and any required modification. NYSED’s posted 2026–31 award list is tentative pending additional approvals; a listing alone is not authority to spend.
Explore New York’s current ESD program guidance ↗New state investment in high-impact tutoring
New York’s enacted 2026–27 budget includes $9 million for high-impact, individualized literacy and math tutoring in high-need school districts. Distribution depends on an NYSED plan approved by the Division of the Budget. Check NYSED implementation guidance before treating this appropriation as available district funding. It is not an announced open application round or a Cignition provider approval.
New York · Program fit & purchasing
Start with fit.
Plan the details.
If the proposed service will count as Academic Intervention Services, review New York’s AIS requirements with the district. NYSED’s guidance requires appropriately certified staff for the instructional assignment. Confirm the assigned tutors, credentials, supervision, and service responsibilities before treating an arrangement as formal AIS.
Bring instructional, finance, and purchasing leads together to confirm the funding source, available balance, service scope, background checks, student-data protections, and local approvals. For an after-school grant, verify the executed award and approved program design before selecting or changing 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.
Could tutoring count as Academic Intervention Services?
Potentially, if the district determines that the instructional model and assigned staff meet its AIS requirements. Review New York certification for the instructional assignment, the student’s identified need, progress monitoring, and service records. A tutoring agreement by itself does not establish AIS compliance.
How would tutoring connect with New York’s literacy initiative?
Use the district’s annual literacy review, student information, and classroom materials to identify the reading need. Review proposed lessons and additional instructional time alongside the school’s approach. NYSED’s May 2026 reminder calls for an annual local review and does not require another attestation survey submission that year.
Can Title I funding support a tutoring program?
It may support eligible services within the district’s approved Title I program. Schoolwide and targeted-assistance programs have different requirements. Ask the district to confirm student eligibility, instructional purpose, staffing, allowable costs, available funds, and purchasing requirements.
Could tutoring fit within an after-school grant?
Academic tutoring is included in New York’s 21st CCLC and Extended School Day program purposes. Work with an existing grantee to verify its approved activities, award status, remaining funds, delivery arrangements, and any required amendment. A grant listing does not automatically approve a provider or a particular service.
Can we review examples of your curriculum?
Yes. The Content Library includes math and ELA grade-band samples. Explore the instructional approach, then discuss the standards and curriculum connections your New York school needs. These samples do not establish a comprehensive New York 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 evidence-based early literacy, mathematics reasoning, and academic intervention? Request curriculum examples, implementation details, evidence, or funding information for your New York 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.