Title I, Part A
Support for schools serving students from low-income families.
View funding source ↗Vermont · Schools & districts
High-impact tutoring for Vermont schools.
Live, small-group virtual tutoring in K–12 math and ELA. Connect Vermont’s literacy, mathematics, and tiered-support priorities with focused instruction, recurring learning time, and a practical plan for your students.
A closer look at Vermont
Your state’s priorities.
Your students’ next steps.
What Vermont is prioritizing
State priorities.
Focused support.
A stronger foundation in reading. Mathematics that makes sense. Additional support connected to classroom learning. Build tutoring around the work Vermont schools are already moving forward.
Official sources checked November 9, 2026
01Read Vermont. Turn early identification into instruction.
Vermont’s emphasis
Act 139 requires at least annual K–3 reading screening and an instructional response when students fall significantly below relevant benchmarks. Read Vermont pairs that early focus with support for adolescent readers. Vermont law also calls for supplemental reading instruction for K–12 students whose reading proficiency substantially limits their progress.
The Cignition connection
Begin with the school’s screening information, reading goals, and classroom materials. Review the specific foundational skills, vocabulary, fluency, or comprehension work students need next. Coordinate additional instruction and progress conversations with the school’s literacy team and family communication routines.
02Count on Vermont. Build understanding, not just answers.
Vermont’s emphasis
Count on Vermont emphasizes coherent, grade-level mathematics and evidence-based instruction. Its 2026–27 educator learning communities focus on K–5 mathematical language, representations, and number lines, alongside grades 4–8 fractions instruction. The emphasis is on how students understand and explain mathematics.
The Cignition connection
Connect proposed tutoring tasks with the mathematics students are learning in class. Use visual models, purposeful questions, and discussion to uncover reasoning and address prerequisite needs. Review group composition and recurring session time so additional support reinforces the school’s instructional sequence.
03MTSS and educational support teams. Keep the work connected.
Vermont’s emphasis
Vermont’s current MTSS guidance emphasizes strong Tier 1 instruction with targeted or intensive support as needed. Educational support teams help coordinate decisions using academic progress, attendance, behavior, and other evidence. Students do not have to move through tiers in sequence before receiving help.
The Cignition connection
Agree on tutoring’s purpose within the school’s support plan, the evidence used to form groups, and how progress will be reviewed. Plan onsite support, devices, attendance routines, and teacher communication alongside instruction. The school remains responsible for its MTSS and special education processes.
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 Vermont connection · A closer look at instruction
From a learning need to the work students do.
Vermont’s emphasis on Read Vermont, mathematics understanding, and classroom connections 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 Vermont 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 Vermont school could give students recurring reading support after screening identifies a skill need, with the school leading the wider response. 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 Vermont school’s Read Vermont, mathematics understanding, and classroom connections.
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.
Vermont funding landscape
Understand the investment.
Find a relevant pathway.
Vermont schools and community partners can explore federal academic-support funds and state after-school investments. Each route has a different purpose. Begin with the actual local award, approved program, and available balance, then review whether proposed tutoring services fit its conditions.
Selected federal funding for Vermont
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 VERMONT 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.
Vermont funding pathways
Funding reviewed November 10, 2026Additional instructional support.
Begin with the school’s plan.
Ongoing formula funding · Approved local program required
Who / what it supports
Vermont’s Title I-A program supports evidence-based academic services for students who need additional assistance. Schoolwide and targeted-assistance programs have different participation and planning requirements. Supervisory union and district teams determine how services fit the approved school program.
Where tutoring could fit
Review proposed math or reading instruction against the needs assessment, identified students, and school improvement goals. Confirm staffing and evidence requirements, supplement-not-supplant compliance, virtual delivery arrangements, and the documentation needed to support the expenditure.
Practical next step: Ask the federal-program and business teams to verify the current award, any award conditions, remaining funds, and purchasing requirements. The statewide allocation above is not an individual school’s available tutoring budget.
Explore Vermont’s Title I-A guidance ↗Expand learning beyond school.
Work from the approved award.
Existing Program Track awards · Annual continuation required
Who / what it supports
Vermont’s State Afterschool Program Track supports new or expanded learning opportunities outside the school day. The FY26 award period runs from January 2026 through June 2029, subject to annual continuation and available funds. The guidance specifically includes academic enrichment, tutoring, and high-impact tutoring among allowable activities.
Where tutoring could fit
An existing grantee can review a focused math or reading component within its approved program. Contracted programming is an allowable cost category, but the specific service must be reasonable, necessary, and aligned with the award. Confirm remote tutor delivery, onsite support, student access, and any required amendment with the grant team.
Practical next step: Review the executed award, approved current-year budget, service scope, and available funds. Confirm the annual continuation and any grant amendment before adding contracted tutoring.
Review Vermont’s State Afterschool award guidance ↗Academic enrichment.
Part of a broader program.
Existing multi-year awards · Current-year approval and funds required
Who / what it supports
Vermont’s 21st CCLC investments support comprehensive after-school and summer learning in eligible communities. The FY26 competition funded five-year projects beginning July 2025. Continued funding depends on program performance and available federal funds; the award supports a broader learning experience than tutoring alone.
Where tutoring could fit
A current grantee can consider math or reading support that connects with the school day and its approved program. Vermont’s handbook specifically addresses contracting with a tutoring partner: a significant change in program scope requires an amendment request. Confirm remote delivery, participating students, service hours, and onsite responsibilities with the grantee and AOE.
Practical next step: Review the current approved application, award conditions, amendments, annual budget, and remaining funds with the program director. Agree on the required approvals and complete the local contracting process before services begin.
Explore Vermont’s 21st CCLC program guidance ↗Vermont · Program fit & purchasing
Start with fit.
Plan the details.
Include the supervisory union or district’s curriculum, federal programs, business, and purchasing leads in the decision.
For a grant-funded program, the grant award and provider contract are separate decisions. Confirm allowable services, current-year funds, background checks, student-data protections, and any AOE approval or amendment needed for the proposed arrangement. Complete the required 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 would reading support connect with Read Vermont?
Start with the school’s reading goals, screening information, and classroom curriculum. Review the proposed skills, materials, and assigned tutors’ qualifications with your literacy team. Tutoring can complement that work, while the school retains responsibility for screening, instructional decisions, progress monitoring, and communication with families.
What does Count on Vermont mean for a tutoring plan?
It provides a useful focus on mathematical understanding, language, representations, and grade-level learning. Discuss the classroom sequence, prerequisite needs, and the explanations students should be able to give. The proposed tutoring lessons should be reviewed with your school’s team rather than treated as a replacement for its core mathematics program.
Can Title I funding support tutoring?
It may support eligible academic services within an approved local program. Ask the federal-program team to confirm the students served, instructional purpose, staffing, allowable costs, award conditions, and available funds. Schoolwide and targeted-assistance rules differ, and local purchasing requirements still apply.
Can we add tutoring to an existing after-school program?
A current State Afterschool or 21st CCLC grantee can review tutoring as part of its approved learning program. Confirm the current award, service hours, participating students, and funds available. Check with the grant lead and AOE before changing the program scope, including adding a contracted virtual service or changing delivery arrangements.
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 Vermont’s learning expectations and your school’s curriculum sequence. The samples illustrate instruction; they do not establish a comprehensive or reviewed Vermont 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 Read Vermont, mathematics understanding, and classroom connections? Request curriculum examples, implementation details, evidence, or funding information for your Vermont 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.