Title I, Part A
Support for schools serving students from low-income families.
View funding source ↗Virginia · Schools & districts
High-intensity tutoring for Virginia schools.
Live, small-group virtual tutoring in K–12 math and ELA. Connect Virginia’s literacy priorities, algebra readiness, and classroom learning with focused instruction and consistent support for your school team.
A closer look at Virginia
Your state’s priorities.
Your students’ next steps.
What Virginia is prioritizing
State priorities.
Focused support.
Evidence-based reading instruction. A stronger path to Algebra I. More consistent access to learning. Build additional support around the needs your school team has identified.
Official sources checked November 9, 2026
01Literacy. Connect support with the school’s reading plan.
Virginia’s emphasis
The Virginia Literacy Act connects evidence-based instruction, student reading plans, family participation, and reading-specialist oversight. Its resources distinguish K–5 core instruction from additional intervention, with reading support extending through grade eight.
The Cignition connection
Begin with the specific reading skills your team has identified. Review proposed lessons alongside the division’s literacy plan and required instructional materials. Clarify the role of additional tutoring within that plan.
02Mathematics. Strengthen the path to Algebra I.
Virginia’s emphasis
Virginia’s Algebra Readiness Initiative targets students in grades 6–9 who are identified through approved diagnostics as at risk of failing Algebra I. VDOE’s remediation plans and formative assessment resources connect prerequisite skills with the 2023 Mathematics Standards of Learning.
The Cignition connection
Use student evidence to identify the concepts that need attention. Connect visual models, purposeful questions, and explanations with the mathematics students are learning in class, then review what has changed.
03Attendance. Make the learning time count.
Virginia’s emphasis
Virginia’s Attendance & School Engagement work treats missed instruction as an academic concern, whether absences are excused or unexcused. The state’s resources emphasize regular participation and collaboration with schools and families.
The Cignition connection
Agree on recurring tutoring time, onsite support, and a clear follow-up process when students miss a session. Review participation alongside learning evidence. Tutoring should complement the school’s broader attendance work.
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 Virginia connection · A closer look at instruction
From a learning need to the work students do.
Virginia’s emphasis on literacy plans, readiness for Algebra I, and access to instruction provides context for reviewing this sample. Examine how a learner connects integer operations with a model and explains a change.
Compare the task and prerequisites with your classroom sequence and student work.
Explore a sample lesson
Middle school mathematics
Math · 6–8 sample. Open the student lesson to examine the tasks for yourself.
Open the middle school mathematics sample ↗
What should we look for?
Consider how a learner connects integer operations with a model and explains a change. 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 Virginia 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 Virginia school could provide targeted middle-school math support around the prerequisite concepts students need for the next classroom topic. 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 Virginia school’s literacy plans, readiness for Algebra I, and access to instruction.
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.
Virginia funding landscape
Understand the investment.
Find a relevant pathway.
Start with your division’s available funds and the students the program is intended to serve. Virginia’s At-Risk Program and Algebra Readiness Initiative provide state-specific routes to review alongside Title I. Each has its own requirements.
Selected federal funding for Virginia
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 VIRGINIA 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.
Virginia funding pathways
Funding reviewed November 10, 2026Additional learning time.
Build from the school’s plan.
Ongoing formula funding · Local approval required
Who / what it supports
Title I-A supports schools serving communities with high numbers or percentages of children from low-income families. Schoolwide and targeted-assistance programs have different planning and student-service requirements.
Where tutoring could fit
Review supplemental math or reading instruction against identified needs, the school’s service model, and approved activities. Confirm applicable instructor credentials and purchasing rules before selecting a service.
Practical next step: Ask the division’s federal programs team to confirm eligible students, approved costs, available balance, and the service scope.
Review Virginia’s Title I guidance ↗A Virginia funding route.
Plan around identified needs.
State formula funding · Division budget and local match apply
Who / what it supports
Virginia’s FY 2027–28 budget authorizes At-Risk Program funds for prevention, intervention, and remediation, alongside other permitted student supports. The funding includes a required local match.
Where tutoring could fit
Ask whether a proposed supplemental math or reading program fits your division’s identified needs and approved budget. The division determines the appropriate expense and procurement route.
Practical next step: Confirm the funding category, available balance, required local contribution, eligible activities, and reporting before committing funds.
Review the current At-Risk Program rules ↗Build the foundations.
Keep Algebra I in view.
State initiative · Eligible students in grades 6–9
Who / what it supports
The Algebra Readiness Initiative serves students at risk of failing Algebra I, identified through an approved diagnostic. Virginia requires intervention and another assessment at the end of the school year.
Where tutoring could fit
Discuss focused math support as part of the division’s intervention program. Review instructional time, diagnostic and reassessment requirements, assigned staff qualifications, and the required local match.
Practical next step: Ask instructional and finance leads to review the current appropriation, service design, and purchasing requirements. Provider eligibility is not automatic.
Review Virginia’s algebra-readiness requirements ↗Early Intervention Reading Initiative
EIRI provides a separate funding route for additional reading instruction for eligible K–3 students. Divisions must meet the required local match, screening, student reading plan, instructional-time, and approved intervention requirements. Review the proposed service and materials with your division’s literacy and finance leads. A general tutoring provider listing does not establish EIRI curriculum approval or make a specific Cignition service eligible.
Virginia · Program fit & purchasing
Start with fit.
Plan the details.
For literacy, review the division’s approved materials and student reading-plan requirements. Additional tutoring should have a clear role alongside the school’s core and intervention programs. For algebra readiness, confirm the diagnostic, instructional time, reassessment, and staffing requirements for the planned use of funds.
Bring the proposed service scope to your instructional, finance, and purchasing teams. Confirm the funding source, available balance, local match where required, tutor credentials, data protections, and any provider approval. A program conversation does not establish eligibility for a particular award.
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 our literacy plan?
Start with the school’s identified reading needs and the division’s literacy plan. Review proposed Cignition lessons alongside required instructional materials and clarify the role of additional tutoring. This page does not present Cignition as a Virginia-approved literacy curriculum or a replacement for required intervention materials.
Who is Virginia’s algebra-readiness support for?
The state initiative serves students in grades 6–9 identified through an approved diagnostic as at risk of failing Algebra I. Review the division’s intervention plan, instructional time, reassessment, staff qualifications, and funding requirements before selecting services.
Could our division’s At-Risk funds support tutoring?
Intervention is among the permitted purposes of Virginia’s At-Risk Program. Your division’s finance and instructional leads should determine whether the proposed tutoring service is an appropriate, approved expense and confirm the available balance and local-match requirements.
Where should we look for grant-funded options?
For a program with an active 21st CCLC award, tutoring may be one academic component of a broader out-of-school program. Review the existing award, remaining balance, service hours, and any proposed virtual delivery with the grantee. Check the latest VDOE notice before treating a new competition as open.
Can we review lessons before discussing a program?
Yes. The Content Library includes the existing math and ELA grade-band samples. Use them to explore the instructional approach, then discuss the curriculum and Virginia standards connections your school needs. These samples do not establish a comprehensive state 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 literacy plans, readiness for Algebra I, and access to instruction? Request curriculum examples, implementation details, evidence, or funding information for your Virginia 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.